Hearing, Speech, and Language Sciences (HSLS) Department Faculty Evaluation Procedures For Reappointment, Merit Increases, Promotion, and Tenure

Transcription

1 Hearing, Speech, and Language Sciences (HSLS) Department Faculty Evaluation Procedures For Reappointment, Merit Increases, Promotion, and Tenure This document replaces the 2011 Hearing, Speech, and Language Sciences (HSLS) Department Evaluation Procedures for Faculty Revised February 2015 and Approved by the HSLS Faculty February 11, 2015

2 ii Table of Contents Timelines for Personnel Actions... 1 Description of the HSLS Department... 2 Mission of the HSLS Department... 2 Gallaudet University s Unique HSLS Programs... 2 Faculty Evaluation... 3 University Faculty (UF) Ratings... 3 HSLS Faculty Workload Distribution TEACHING... 3 Teaching load... 3 RESEARCH/SCHOLARSHIP/CREATIVE ACTIVITIES (RSCA)...4 SERVICE... 4 AMERICAN SIGN LANGUAGE... 4 UF Guidelines on ASL... 5 HSLS Criteria For Evaluating ASL Competency...5 PROFESSIONAL INTEGRITY... 7 Evaluation Rubrics... 7 Reappointment & Merit Increase Rubric for Teaching, RSCA and Service... 7 Promotion and Tenure Rubric for Teaching, RSCA, and Service...8 ASL Competency Rubric... 9 APPENDIX A: Peer Classroom Observation Form...10 APPENDIX C: Course Evaluation Form APPENDIX D: Examples of RSCA APPENDIX D: Examples of Service Activities APPENDIX F: Faculty ASL Acquisition Plan... 16

3 Department of Hearing, Speech, and Language Sciences (HSLS) Revised Faculty Evaluation Procedures February 11, 2015 This document contains guidelines for HSLS faculty members who are either: (1) seeking a personnel action for reappointment, a merit increase, promotion in rank, or tenure or (2) reviewing requests for personnel actions from HSLS peers for the D-RE. Relevant sections of the most recent (2014) University Faculty (UF) Handbook are referenced. This guide is intended to supplement, not replace the Faculty Handbook. From the 2014 Faculty Handbook Each Department will determine its evaluation procedure and will set forth a clear written statement of this procedure to include details of the process, types of documentation required, and deadlines for applying for personnel action and submitting supporting materials. This procedure should be reviewed periodically by the Department and the Dean. Timelines for Personnel Actions Personnel Action Portfolio, including Self D- RE Due to Faculty Faculty Input Due to Dept Chair Dept Chair Meets with Faculty Member to Discuss/ Sign D-RE Chair sends Signed D-RE to the Dean or Faculty Welfare Committee Reappointment 1 st year Jan 1 Jan 15 Jan 22 Feb 1 2 nd year Oct 1 Oct 15 Oct 22 Nov 1 3 rd year/after Feb 1 Feb 15 Feb 22 Mar 1 Pre-tenure track Jan 1 Jan 15 Jan 22 Feb 1 Merit Mar 15 Apr 1 Apr 8 Apr 15 Promotion Feb 1 Feb 15 Feb 22 Mar 1 Tenure Nov 1 Nov 15 Nov 22 Dec 1 Sabbatical (Fall) request due Sept 15 for following academic year Sabbatical (Spring) request due Feb 15 for following academic year

4 2 HSLS Faculty are encouraged to review the University s mission, vision, and priorities, and the Department s mission when preparing their reappointment, promotion, merit or tenure documents. Description of the HSLS Department The Hearing, Speech, and Language Sciences Department (formerly the Audiology and Speech-Language Pathology Department) at Gallaudet University offers the following degrees: a 4-year clinical doctoral (Au.D.) degree in Audiology, a Ph.D. in Hearing, Speech, and Language Sciences, a Master of Sciences degree (M.S.) in Speech-Language Pathology (SLP) and a nonclinical Master of Sciences degree in HSLS. The Department and its SLP and AUD degree programs are nationally accredited by the American Speech-Language-Hearing Association s Council of Academic Programs. These degree programs are unique in their emphasis on communication differences and disorders associated with individuals who are Deaf, deaf, or hard-of-hearing. Mission of the HSLS Department The mission of the Gallaudet HSLS Department is: Educational The Hearing, Speech, and Language Sciences Department at Gallaudet University offers three graduate degree programs which prepare the next generation of highly-qualified professionals: a Speech-Language Pathology masters, Audiology clinical doctorate - both accredited by the Council of Academic Affairs of the American Speech-Language-Hearing Association, as well as a Ph.D. in Hearing, Speech, and Language Sciences. Clinical Provide state-of-the-science speech, language, aural (re)habilitation and hearing services by the Gallaudet University Hearing and Speech Center which serves the Gallaudet community and the surrounding Washington D.C. metropolitan area, with emphasis on cultural and linguistic sensitivity and communication accessibility. Research Conduct research to inform practice and advance knowledge in the field of hearing, speech, and language sciences, with an emphasis on linguistically and culturally diverse populations, and with a particular focus on deafness. Outreach & Advocacy Advocate for communication and cultural sensitivity to hearing, hard of hearing and deaf individuals through education, professional affiliations, clinical service, research, and community outreach. Gallaudet University s Unique HSLS Programs Gallaudet s speech-language pathology (SLP) program is one of 257 nationally-accredited programs in the United States; Gallaudet s audiology (AUD) program is one of 74 nationallyaccredited programs in the United States. These programs require the same intense 2-year (SLP) and 4-year (AUD) curricula peer programs require. Gallaudet s HSLS programs also require additional ASL coursework (minimum of 9 credits at B or better), and additional deafness-related courses (e.g., Clinical Sign, 9 credits in working with deaf and hard-of-hearing individuals and families) that are not in other SLP and AUD programs. Gallaudet s HSLS Department is unique within its profession and also unique at Gallaudet.

5 3 Faculty Evaluation As described in the University Faculty Handbook, each faculty is evaluated on their contributions and competencies in the following areas: Teaching Research / scholarship / creative activities (RSCA) Service American Sign Language (ASL) Professional Integrity The rating system and expectations of each evaluation area are listed below. Rubrics for evaluating each area are found at the end of this section. University Faculty (UF) Ratings. The rating Scale used in ALL Personnel Actions is a 4-point rating scale: Unsatisfactory = 0 points Satisfactory = 1 point Commendable = 2 points Outstanding = 3 points Unsatisfactory performance is defined as failure to meet the minimum standards of satisfactory and may result in non-reappointment or dismissal. Satisfactory performance is defined as the minimum standard for all personnel action Commendable performance is defined as being beyond these minimum standards. Outstanding performance is defined as being markedly beyond the minimum and calls for maximum recognition. HSLS Faculty Workload Distribution. HSLS faculty responsibilities include teaching, scholarship, and service. As allowed by the UF Handbook, in consultation with the Deans, the HSLS Faculty has developed more precise workload formulae that take into account needs of the Department, individual faculty responsibilities, courses bearing more or less than three credits, and other assignments such as practicum, clinical practice, advising, research, curriculum and materials development, tutorials, laboratory supervision, creative production, or service to the University. TEACHING Three types of assessment are used in ratings for teaching: (1) feedback from student course evaluations, (2) peer class observation reports, and (3) peer evaluation teaching documentation (examples include syllabi, lecture slides, tests, projects). Peer observation forms used in HSLS are in Appendices A and B. The HSLS Course Evaluation Form is in Appendix C. Teaching load Faculty teaching load of two courses (for a maximum of 6 credits) and a mentoring/supervision equivalent of a third course is expected per semester. The teaching load can be reduced by the granting of a course release to work 20% FTE or more on research and training grants, or due to exceptional service responsibilities. Teaching/ mentoring/ supervision assignments are determined each semester based on the current needs and available personnel.

6 4 Approaches to determining faculty teaching load: Experiences Considered to be Equivalent Graduate and undergraduate courses. Required and elective courses. Lab courses and lecture courses. Multiple sections of the same course. First-time (new preparation) versus repeat offering: First-time offerings are limited to one per semester. Smaller versus larger enrollment numbers. If a class has more than 18 students, it may be split into sections when agreed to be appropriate by the faculty member and chair after discussion with the program faculty. Courses that are more or less than 3 credits: Depending on preparation requirements, a single 2- credit course, or two 1-credit courses are considered as equivalent to a single 3- credit course. Intern practicum, internship and externship supervision: Externships in Audiology and in the Ph.D. program are supervised by a faculty member and considered equivalent to a 3- credit course. Internships are managed by a staff/faculty team. Experiences Considered Components of the Third-course Requirement Independent study courses. Dissertation and thesis supervision/courses. Research internships and projects. Other teaching responsibilities: Supervision for Teaching practicum and clinical/administrative practicum in the PhD program are factored into the third-course requirement. Other Online, face-to-face, versus hybrid offerings: Only face-to-face classes are offered by our programs at this time. RESEARCH/SCHOLARSHIP/CREATIVE ACTIVITIES (RSCA) Factors to be considered when evaluating scholarship of HSLS faculty go beyond merely counting products. Rather, factors considered when evaluating scholarship include: quality, impact on the field, scope and size of the scholarly product, innovation, level of responsibility or role in the project, and quantity of products. Examples of RSCA are listed in Appendix D. SERVICE HSLS faculty consider service to be any non-teaching activity aimed at benefiting the students, Department, School, University, HSLS profession and/or consumers, including those who are deaf or hard of hearing, of HSLS service. Examples of Service activities are listed in Appendix E. AMERICAN SIGN LANGUAGE Faculty competence at Gallaudet University includes demonstrated proficiency to teach in American Sign Language (ASL). For faculty members, there is a distinction between proficiency in ASL required for conversational and professional exchanges, and proficiency to teach scholarly content in ASL. The time required to be successful at the former goal is significantly shorter than that required for the latter. Unlike other Gallaudet faculty members, HSLS faculty are responsible for providing instruction to our predominantly hearing students, who are almost all novice or new signers, in spoken English. As a result, HSLS faculty members do not experience the same level of immersion into American Sign Language enjoyed by all other faculty members at Gallaudet. Language immersion is clearly a crucial

7 5 factor in the speed with which adult learners are able to progress in their development of new languages. There is insufficient evidence to indicate that ASL proficiency at a level of 2+ or 3 is achievable for a newly signing faculty member in HSLS without full immersion within the first 3 to 6 years of a new instructor s arrival at Gallaudet. On the other hand, attaining the goal of an ASL level sufficient for community conversation and professional exchanges is likely to be achievable within the faculty probationary period and should be a goal for the HLSL Department faculty. Tenure-track HSLS faculty members are encouraged to aggressively pursue ASL acquisition through all avenues available at the University. Despite their full commitment to ASL coursework and spending many hours of weekly engagement in ASL, junior faculty in HSLS risk non-reappointment, non-promotion, and non-tenure because they fail to achieve ASLPI target scores stipulated in the Faculty Handbook in time for these faculty actions. Thus, HSLS faculty members are trying to achieve a level of ASL proficiency on a time line that in some cases is impossible for them to meet given the realities of their faculty responsibilities. HSLS faculty members are expected to develop competitive lines of research in the Hearing, Speech and Language Sciences. An overly ambitious program of ASL learning to meet Faculty Handbook requirements has resulted in an unbalanced allocation of faculty time spent on language development at the expense of research and scholarship. UF Guidelines on ASL All tenure-track HSLS faculty are encouraged to know and work toward the University guidelines: The University guidelines for ASL competency include these desired outcomes*: 1. Excellence in classroom discourse 2. Full participation by members in all aspects of campus life 3. Continued and ongoing growth of faculty members ASL proficiency and competence in classroom discourse The desired outcomes are determined through these multiple measures*: 1. the American Sign Language Proficiency Interview (ASLPI) 2. the Classroom Discourse Observation 3. the Student Rating of the Instructor s Classroom Communication 4. the faculty member s self-report of efforts to improve ASL and classroom discourse *In HSLS where students are predominantly hearing and require instruction in (or interpreted into) spoken English, Outcome 1 and Outcome Measures 2 and 3 do not apply. HSLS Criteria For Evaluating ASL Competency Because there is limited needs within HSLS for teaching our courses in ASL, the department evaluates ASL based on the functional competencies primarily in the areas of (1) participation in campus life and (2) growth of ASL proficiency and competence. Each faculty who has not reached the target ASLPI levels specified in the UF Guidelines must complete and post the HSLS Faculty ASL Acquisition Plan (Appendix F) during each evaluation period. Satisfactory Achievement Levels for ASL Satisfactory Rating for Reappointment Demonstrated Competencies Uses his or her best sign language in public spaces. Welcomes opportunities to communicate with diverse ASL users. Communicates effectively with deaf and hard of hearing members within the department. Meaningfully participates in University functions, with or without an interpreter.

8 6 Additional competencies, as indicated in the HSLS Faculty ASL Acquisition Plan. Demonstrated Improvements Improvement in grades or levels of the ASL courses. Additional improvements, as indicated in the HSLS Faculty ASL Acquisition Plan. Demonstrated Efforts Successful completion of ASL IV by Year 3. Attendance to no fewer than 10 hours of signed campus events each semester. Examples of these events may include: University committee meetings ASL Gatherings Presentations hosted by another Department Faculty development workshops and presentations Faculty Senate meetings Faculty Happy Hours Campus discussion forums Cultural events Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. Satisfactory Rating for Promotion and Tenure Demonstrated Competencies All the competencies listed under Satisfactory Rating for Reappointment Follows administrators ASL announcements and addresses with minimal assistance. Effectively communicates within University committees, without an interpreter. Additional competencies, as indicated in the HSLS Faculty ASL Acquisition Plan. Demonstrated Improvements As indicated in the HSLS Faculty ASL Acquisition Plan. Demonstrated Efforts Continuous enrollment in advanced ASL courses or scheduled tutoring sessions. Attendance to no fewer than 20 hours of signed campus events each semester. Examples of these events may include: University committee meetings ASL Gatherings Presentations hosted by another Department Faculty development workshops and presentations Faculty Senate meetings Faculty Happy Hours Campus discussion forums Cultural events Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. *Outstanding Rating in ASL Competencies. Faculty members of HSLS that demonstrate all the competencies listed above and any of the following competencies are recognized to have achieved an outstanding level of ASL communication competency. Effectively teaches service courses (e.g., HSL101, HSL 707) and clinical sign courses in ASL Confidently and clearly delivers public presentations in ASL.

9 7 *Note: An outstanding is not within the current University rating system for ASL proficiency. This Outstanding is strictly an HSLS rating to recognize faculty with superior ASL proficiency. PROFESSIONAL INTEGRITY This area bears upon professional ethics, comportment in an academic environment, and interactions with members of the Gallaudet community. The HSLS faculty adheres to the American Speech-Language-Hearing Association (ASHA) Code of Ethics ( as well as the American Association of University Professors (AAUP) Statement of Professional Ethics ( A faculty member must meet all professional obligations with integrity and in an ethical manner. Refer to Section of the 2014 UF Handbook. A Satisfactory rating is required. An Unsatisfactory rating by a faculty member must be supported. All or nearly all HSLS peer evaluations of Integrity must be Satisfactory for a faculty member to receive a rating of Satisfactory. Evaluation Rubrics Three rubrics are included here: Reappointment and Merit Increase Rubric for Teaching, RSCA, and Service Promotion and Tenure Rubric for Teaching, RSCA, and Service ASL Competency Rubric Note: We use the University Faculty Professional Integrity Rating Rubric for evaluation of professional integrity. Reappointment & Merit Increase Rubric for Teaching, RSCA and Service SATISFACTORY COMMENDABLE OUTSTANDING TEACHING Demonstrates adequate academic preparation and expertise in his/her field and the ability to impart knowledge derived from that field to Gallaudet students. Demonstrates adequate ability to plan and implement instruction and assess learning for diverse students. Demonstrates adequate ability to communicate course content clearly and effectively. Demonstrates adequate availability to individual students and responsiveness to their academic needs. Demonstrates adequate flexibility in adapting curriculum and methodology to meet students needs. Syllabi conform at least minimally to CUE or CGE standards for syllabi and are adequately formatted. Demonstrates above average academic preparation and expertise in his/her field and the ability to impart knowledge derived from that field to Gallaudet students. Demonstrates above average ability to plan and implement instruction and assess learning for diverse students. Demonstrates above average ability to communicate course content clearly and effectively. Demonstrates above average availability to individual students and responsiveness to their academic needs. Demonstrates above average flexibility in adapting curriculum and methodology to meet students needs. Syllabi exceed minimum syllabi requirements of CUE or CGE and are generally well-formatted. Demonstrates markedly above average academic preparation and expertise in his/her field and the ability to impart knowledge derived from that field to Gallaudet students. Demonstrates markedly above average ability to plan and implement instruction and assess learning for diverse students. Demonstrates markedly above average ability to communicate course content clearly and effectively. Demonstrates markedly above average availability to individual students and responsiveness to their academic needs. Demonstrates markedly above average flexibility in adapting curriculum and methodology to meet students needs. Syllabi markedly exceed minimum syllabi requirements of CUE or CGE and are well-

10 8 The predominant pattern of students ratings and comments on course evaluations supports a rating of Satisfactory for Teaching Peer Classroom Observation Reports support a rating of Satisfactory for Teaching. The preponderance of input from peers for the D-RE supports a rating of Satisfactory. The predominant pattern of students ratings and comments on course evaluations supports a rating of Commendable for Teaching. Peer Classroom Observation Reports support a rating of Commendable for Teaching. The preponderance of input from peers for the D-RE supports a rating of Commendable. formatted. The predominant pattern of students ratings and comments on course evaluations supports a rating of Outstanding for Teaching. Peer Classroom Observation Reports support a rating of Outstanding for Teaching. The preponderance of input from peers for the D-RE supports a rating of Outstanding RESEARCH SCHOLARSHIP CREATIVE ACTIVITIES (RSCA) Remains aware of developments within the Hearing Speech, and Language Sciences field. Participates in at least one RSCA activity that promotes continued professional growth and some contribution to the HSLS profession and individuals served by audiologists or SLPs. Shows evidence of at least one self initiated RSCA activity since the last merit increase evaluation. The contribution to the activity must be substantial. The preponderance of peer evaluations for the D-RE supports a rating of Satisfactory for RSCA. Remains aware of developments within the Hearing Speech, and Language Sciences field. Participates in multiple RSCA that promotes continued professional growth and a significant contribution to the HSLS profession and individuals served by audiologists or SLPs Shows evidence of at least one self-initiated RSCA product or activity in one of the first five RSCA and a minimum of one in any of the eight RSCA since the last merit increase evaluation. The preponderance of peer evaluations for the D-RE supports a Commendable rating for RSCA. Remains aware of developments within the Hearing Speech, and Language Sciences field. Participates in numerous, varied RSCA that promotes continued professional growth and a markedly significant contribution to the HSLS profession and individuals served by audiologists or SLPs. Shows evidence of at least one self-initiated RSCA product or activity in the first five scholarship activities and a minimum of two in any of the eight scholarship activities since the last merit increase evaluation. The preponderance of peer evaluations for the D-RE supports a rating of Outstanding for RSCA. SERVICE Shows evidence of at least one service activity for any of the following constituencies: Department, University, Profession, or Consumers of HSLS services. Participates responsibly in the service activities. Shows evidence of at least two service activities for any of the following constituencies: Department, University, Profession or Consumers of HSLS services. Participates responsibly and with professional and intellectual leadership in service activities, leading to a notable impact. Contributes numerous and varied service activities to one or more of the following constituencies: Department, University, Profession or Consumers of HSLS services. Participates responsibly and with professional and intellectual leadership in service activities, leading to a significant impact as a result of that service Promotion and Tenure Rubric for Teaching, RSCA, and Service PROMOTION TENURE TEACHING Achieved a rating of Satisfactory or higher on the D-RE for Teaching for all semesters previous to the application for promotion. Attained at least two ratings of Commendable or Outstanding on the D-RE for Teaching since the last the promotion. Achieved a rating of Satisfactory or higher on the D-RE for Teaching for all semesters previous to the application for tenure. Attained the rating of Commendable or Outstanding on the D-RE for Teaching for the majority of evaluations during the three years preceding the tenure

11 9 RESEARCH / SCHOLARSHIP/ CREATIVE ACTIVITIES (RSCA) SERVICE Achieved a rating of Satisfactory or higher for RSCA on the D-RE for all semesters previous to the application. Attained at least two ratings of Commendable or Outstanding for RSCA on the D-RE since the last promotion. Achieved a rating of Satisfactory or higher on the D-RE for Service for all semesters previous to the application. Attained at least two ratings of Commendable or Outstanding for RSCA on the D-RE since the last promotion application Achieved a rating of Satisfactory or higher for RSCA on the D-RE for all semesters previous to the application. Attained the rating of Commendable or Outstanding for RSCA on the D-RE for the majority of evaluations during the three years preceding the tenure application Achieved a rating of Commendable or higher for Service on the D-RE for all semesters previous to the application. Attained the rating of Commendable or Outstanding for Service on the D-RE for the majority of evaluations during the three years preceding the tenure application ASL Competency Rubric Competencies Improve -ments Efforts Reappointment Promotion & Tenure Outstanding 1. Attempts to use sign language in 1. Demonstrates all the public spaces. competencies listed under 2. Welcomes opportunities to Reappointment. communicate with different ASL 2. Follows administrators ASL users. announcements and 3. Communicates with deaf and hard addresses within minimal of hearing members within the assistance. department. 3. Effectively communicates 4. Meaningfully participates in within University University functions, with or without committees, without an an interpreter. interpreter. 5. Additional competencies, as 4. Additional competencies, as indicated in the HSLS Faculty ASL indicated in the HSLS Faculty Acquisition Plan. ASL Acquisition Plan. 1. Demonstrates improvement in grades or levels of the ASL courses. 2. Additional improvements, as indicated in the HSLS Faculty ASL Acquisition Plan. 1. Completes successful completion of ASL IV by Year Attends a minimum of 10 hours of signed campus events each semester. Examples of these events may include: University committee meetings ASL Gatherings Presentations hosted by another Department Faculty development workshops and presentations Faculty Senate meetings Faculty Happy Hours Campus discussion forums Cultural events 3. Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. 1. Documents improvements as indicated in the HSLS Faculty ASL Acquisition Plan. 1. Continuously enrolled in advanced ASL courses or scheduled tutoring sessions. 2. Attends a minimum of 20 hours of signed campus events each semester. Examples shown under Reappointment. 3. Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. 1. Demonstrates all the competencies listed under Promotion & Tenure 2. Effectively teaches service courses (e.g., HSL101, HSL 707). 3. Confidently and clearly delivers public presentations in ASL.

12 10 APPENDIX A: Peer Classroom Observation Form GALLAUDET UNIVERISTY Department of Hearing, Speech, and Language Sciences PEER CLASSROOM OBSERVATION FORM (Adapted from the Gallaudet Counseling Department s Classroom Observation Form) Instructor: Observer Name: Course: Date of Observation: Directions: Rate the instructor on each item giving the highest scores for usually effective performances. Place in the space before each statement the number that most nearly reflects your rating. Outstanding Commendable Satisfactory Poor Not Applicable NA Objectives for this presentation were made clear to students. Presentation was well planned and organized. Presentation style was appropriate and effective. Communication was clear, fluent and facilitated interaction between the instructor and students. Relevant examples, metaphors and analogies were used to establish connections with students previous experiences and learning. Class time was well used. Critical thinking and analysis was modeled and encouraged. Instructional techniques required a majority of students to be actively involved. Respect for diverse opinions was communicated. Warm, accepting, open classroom atmosphere was evident. Instructor interest in information was communicated. Instructor interest in student learning was communicated. Instructor mastery of subject matter was clear and thorough. Appropriate and effective use was made of audio visual, computer or other instructional technology to support presentations. Instructor related easily with students. Instructor integrated information from other areas within and outside of her/his discipline. Instructor is sensitive to feelings of students. Instructor demonstrated enthusiasm for teaching learning. Instructor discovered student misunderstanding and misconceptions. Students attended to what was happening in class. Instructor moved around the classroom with ease as interacted with students. Comments (Attach additional pages as needed) Overall Rating of Observation Poor Satisfactory Commendable Outstanding Date of Feedback Conference with Instructor

13 11 APPENDIX B: Peer Observation of Teaching GALLAUDET UNIVERISTY Department of Hearing, Speech, and Language Sciences PEER OBSERVATION OF TEACHING (Adapted from the UNC SILS Classroom Evaluation Form) Instructor: Observer Name: Course: 1. Content. Date of Observation: What indicators were observed to support the instructor s exhibit mastery of the content? Was the depth and breadth of material appropriate to level of course and students? Did the content and material relate to the syllabus and the goals of the course? Did the instructor emphasize conceptual grasp of material, incorporate recent developments in the field, and relate the material to real world applications? Did the instructor enrich the material by making intellectual connections with related material and placing it in a broader theoretical/academic context? Did the instructor distinguish between fact and opinion and present divergent viewpoints when appropriate? 2. Instruction. What evidence was there that the instructor was well prepared for class? Did the method of teaching seem appropriate for the material? Was the method used effectively? Were the various parts of the lesson (and the teaching strategies) well integrated? Was the overall organization of the day's session logical? Does the instruction match the instructor's goals for the lesson? Did the day's lesson build upon past presentations and set expectations for future classes? 3. Instructor Student Interaction. Was there evidence of instructor student rapport? Were interactions conducive to learning? Was the instructor effective in facilitating class discussion? If discussions occurred, were the purpose and guidelines made clear? Were student questions handled effectively by the instructor? Was the instructor sensitive to student confusion or difficulty in understanding? Did the instructor teach to the whole class or a select group?

14 12 4. Presentation Style. Did the instructor show enthusiasm for teaching? For the subject? Did the instructor appear friendly and relaxed? Did the instructor's presentation style contribute to effective teaching in the context of this course? Were the instructor's quality of voice and audibility appropriate for lecturing and/or discussion? 5. Student Behavior. Were students attentive and engaged? Confused? Actively involved? Did the instructor create expectations that challenged the students? That required the students to be prepared for the class discussion? Were there student behaviors that fell outside the mainstream of class activity (reading newspapers, random conversations, etc.)? What are the implications of observed student behaviors for the instructor? 6. General Comments. Were there inadequacies in the physical surroundings (lighting, seating, acoustics, etc.) that might have affected the teacher's choice of method or interfered with instruction? What did you like most about this class and/or the instructor's approach? What part of the class seemed particularly to enhance the learning process? Did you learn anything in the pre or post observation sessions that influenced or modified your responses? Date of Feedback Conference with Instructor

15 13 APPENDIX C: Course Evaluation Form Hearing, Speech, and Language Sciences Course Evaluations Course Number: Semester: A high positive correlation between student ratings and external measures of learning has been reported, when the right questions are asked (Bain, 2004). This course evaluation has three types of questions questions about the course, about the instructor, and about you, the student or learner. Please answer honestly and candidly, using the following scale: Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree This course: 1. Provided important information. 2. Included appropriate textbook (or other print material) readings. 3. Involved engaging lectures (or other experiential assignments). 4. Challenged me with appropriate tests (or other evaluation procedures). 5. Contributed meaningfully to my skills/knowledge/education in HSLS. Course strengths included: Recommendations for improvement include: This instructor: 1. Was well organized and prepared. 2. Created an engaging learning environment. 3. Motivated me to do my best. 4. Was fair in testing and grading. 5. Contributed meaningfully to my skills/knowledge/education in HSLS. Instructor strengths included: Recommendations for improvement include: As a student in this course, I: 1. Came prepared to class. 2. Engaged attentively to the lectures and discussions. 3. Gave my best to this course. 4. Contributed meaningfully to my own knowledge/skills/education in HSLS. 5. Expect to earn a/n in this course. My strengths included: Recommendations for improvement include: Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

16 14 APPENDIX D: Examples of RSCA Department of Hearing, Speech, and Language Sciences EXAMPLES OF RESEARCH / SCHOLARSHIP / CREATIVE ACTIVITES The following are examples of RSCA that are valued in the Department. Other RSCA may be considered with a sufficient rationale. Faculty members are encouraged to include relevant artifacts in the portfolio to document RSCA: Publication of Research based Articles in Refereed Journals. A cumulative publication record (completed, accepted, in progress) with evidence of a continuing flow of research or scholarly output is highly valued by our Department. (Note: Listings of work in progress should be eliminated from all tenure reviews beyond the fourth year and all promotion reviews beyond the Assistant Professor level or equivalent. Work accepted, submitted, or under contract should continue to be listed in all portfolios.) Equal value will be given both to publications where the faculty member is first or sole author, and to collaborative projects where the faculty member contributed significantly to the project. Interdisciplinary work and integration of students into the research effort as part of their education are especially to be given credit. Publication of Books, Chapters, or Articles in Published Works. The Department recognizes that the publication of an academic book or chapter (as author or editor), including a reference book, textbook, or other text that is related to the faculty member s area of expertise, makes a valuable contribution to his or her body of scholarship. Other examples of scholarship in this category include: anthologies; proceedings of conferences or symposia; technical reports; original articles of semi popular nature, having as their purpose the dissemination of technical or scientific information; book reviews, newspaper articles/reviews listed separately; encyclopedia articles; and abstracts. Supporting student publications is also highly valued. Presentations at National or International Conferences. The Department recognizes the value of disseminating ideas through selective conferences where faculty members have the opportunity to interact with other scholars and become acquainted with others who are interested in topics similar to their own. Related scholarship: papers presented at professional/technical meetings; presentations at regional professional meetings; discussant or chair roles at conferences or symposia; invited lectures; major role in conference planning; and supporting student presentations at national conferences. Grants and Contracts. The Department values the authoring and co authoring of grant proposals and the conceptualization and execution of meaningful and significant research projects or programs. Grants may include research and model demonstration grants, service grants, as well as personnel preparation grants that support student education or facilitate the continuing skill development of supervisors affiliated with HSLS. Because of our mission to meet the Audiology or SLP needs of individuals who are deaf and hard of hearing in schools and/or the community, we value outcomes of productive research, model demonstration grants, service grants, and personnel preparation contracts and grants. When faculty members spend time in these activities and can produce evidence that the time being spent is effective in terms of goals consistent with the Department s mission, the Department considers the activity valuable. Creative Activity Directly Benefitting Students and/or the Field. As evidenced by the Department s mission statement, HSLS faculty are committed to the instruction and education of their students, and/or professionals in the field. Thus, HSLS faculty value the development of innovative methods, techniques, and/or activities that may include non print media designed for instruction or clinical practice; new methods of teaching established courses/programs; history of course and/or curriculum development; development of instructional computer software; authorship of an on line or distance learning course; and innovative assessment methods and/or instructional tools. Professional Development. The Department recognizes the value of keeping abreast of current trends in the fields represented by the faculty. Professional development may include: self study; completion of additional or supplementary course work; achievement of additional licensure or certification; attendance at conferences, seminars, or workshops for purposes of professional development and professional network building; and membership in professional organizations. Eminence Measures. The Department values recognition of a faculty member s achievements and reputation by others in the field. Such measures include invited editorships; professional honors/awards for scholarship or professional activity; citations of published work by other professionals; citations or interviews by the media; invited exhibitions and/or performances; and appointment or election as an officer in a professional organization. Other Forms of Scholarship. Other forms of scholarship include: consultation and other services to government agencies, professional associations, and educational institutions; role as referee of journal manuscripts, book prospectuses, grant proposals; development of an empirically supported theoretical perspective in hearing, speech and language sciences; program evaluation for schools or clinical agencies; preparation of an accreditation selfstudy, interim report, or program review report; or serving on dissertation committees.

17 15 APPENDIX D: Examples of Service Activities Department of Hearing, Speech, and Language Sciences EXAMPLES OF SERVICE ACTIVITES The following list of services is not intended to be exhaustive. Other activities can be included with justification. Departmental Service Department chair, program director, or other equivalent administrative service. Accreditation preparation and re accreditation annual reviews. Admissions chair and/or reviewer Chair or member of HSLS candidacy or comprehensive exam committees. Program revision and routing through faculty governance system. Mentoring of new faculty. Department and/or academic program self study. Observer of classes for faculty evaluation. Evaluate faculty and chair. New program development or revision of an existing program. Maintenance and on going development of Department website. Colloquium or conference planning. University Service Membership on the Council on Graduate Education (CGE) Membership on a subcommittee of CGE. Membership on the Faculty Senate. Membership on a sub committee of the University Faculty. Membership on one of the University Faculty standing committees. Representative to the Academic Assessment Council, Institutional Review Board, or similar Council, Board, or Committee. Membership on University ad hoc committees. Membership on University mentoring programs for students, staff, faculty. Membership or assistance with student organization/committees (e.g., NSSLHA, SAA, GSA). Member of an interdisciplinary program or on a steering or other committee for programs outside the Department. ). Service to the Profession Providing extensive consulting to individuals, groups and the community, Serving as an elected official in a professional organization (e.g., AAA, ASHA) Serving on local, regional, or national committees of organizations. Assisting with the organization of or running of local conferences. Serving as an officer, editor, or referee for local, state and/or national governmental and advisory boards, agencies, and commissions. Reviewer of manuscripts for refereed journals. Reviewer of grant applications for federal agencies.

18 16 APPENDIX F: Faculty ASL Acquisition Plan GALLAUDET UNIVERISTY Department of Hearing, Speech, and Language Sciences FACULTY ASL ACQUISITION PLAN Faculty: Date of Next Evaluation: Date of Appointment: Plan Developed on: Current ASL Competency Level: Measurable goals for ASL acquisition by the next evaluation: Means by which the above acquisition goals will be achieved: Faculty Signature: Chair Signature: Date: Date:

19 17 Factors to consider when completing the ASL Acquisition Plan Minimum requirement: Reappointment Promotion & Tenure Outstanding 1. Uses his/her best sign language in public spaces. 1. All the competencies listed under Reappointment. 2. Welcomes opportunities to communicate with diverse ASL users. 2. Follows administrators ASL announcements and addresses with minimal 3. Communicates effectively with assistance. Competencies deaf/hoh members within the department. 3. Effectively communicates within University 4. an Meaningfully participates in University functions, w/ or w/o committees, without an interpreter. interpreter. 4. Additional competencies, 5. Additional competencies, as indicated in the HSLS Faculty ASL Acquisition Plan. as indicated in the HSLS Faculty ASL Acquisition Plan. Improvements Efforts 1. Improvement in grades or levels of the ASL courses. 2. Additional improvements, as indicated in the HSLS Faculty ASL Acquisition Plan. 1. Successful completion of ASL IV by Year Attendance to 10 hours of signed campus events each semester. Examples of these events may include: University committee mtgs ASL Gatherings Presentations hosted by another department Faculty development workshops and presentations Faculty Senate meetings Faculty Happy Hours Campus discussion forums Cultural events 3. Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. 1. As indicated in the HSLS Faculty ASL Acquisition Plan. 1. Continuous enrollment in advanced ASL courses or scheduled tutoring sessions. 2. Attendance to 20 hours of signed campus events each semester. Examples shown under Reappointment. 3. Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. Examples of MEASURABLE GOALS appropriate for the first year 1. Earn a B or better on ASL Acquire a vocabulary of at least 100 signs to use when interacting with D/HH colleagues, students. 3. Achieve fluency in fingerspelling my name and office location. 4. Improve comprehension of ASL with: o Identification/recognition of 25% of the presenter s signs o o 1. All the competencies listed under Promotion & Tenure 2. Effectively teaches service courses (e.g., HSL101, HSL 707). 3. Confidently and clearly delivers public presentations in ASL. Identification/recognition of 25% of instructional videotapes, DVDs, YouTube videos, etc. Successful repair requests for 25% of a communication partner s, story teller s, presenter s ASL. 5. Identify 5 do s/don ts in working with interpreters. 6. Take the ASLPI to determine baseline performance 7. Others What are ways to demonstrate IMPROVEMENTS in ASL skills?

20 18 Progression through formal classes Self report of how well the measurable goals have been achieved Peer Report / Letter of support re: your functional communication skills What are different ways to demonstrate EFFORTS to improve ASL? Take courses (ASL I VII; Fingerspelling; Classifers) Attend campus events (presentations, lectures, cultural events, ceremonies) Schedule tutoring (group, individual) Attend ASL only gatherings Engage in Independent study o Videotapes/DVDs o Websites/Vlogs/Dictionaries o YouTube/Other Interact routinely with at least one individual who uses ASL o Through collaborative work o Serving on University committees (with interpreter, w/o interpreter) o In the HSLS clinic, as appropriate Others How much effort should you demonstrate to reach the ASL targets? Balance is necessary for faculty to meet their teaching, research, and service obligations, while acquiring ASL. ASL acquisition must be functional to the faculty member s day to day interactions.