1. The Regents require performance appraisal be conducted at least annually. Do you think performance should be evaluated:

Note: 2 Responses left blank

2. Do you think we should include feedback from (check all that apply):

3. Do you think personality traits should be included in faculty evaluation?

4. If you answered yes to question #3, which traits should we include?

• Creativity, patience, stability of mood
• Creativity should be rewarded
• Creativity in presentation, willingness to help students who have problems understanding, likeability, fairness, understanding genuine student problems.
• I think that any trait that improves, or hinders a faculty's relationship to his students is fair game to be evaluated.
• Ability to work closely with advisory committee, if applicable.
• Ability to complete tasks, show improvement in program. I'm not indicating that it should be a popularity contest.
• Who came up with this one? Evaluate and criticize people for who they are, not for what they do? Isn't that illegal profiling? Likeability? Give me a break! How can that be measured? Will we write a policy that only those with a certain combination on th (response exceeded maximum length)
• Teaching styles and methods presentation of materials
• I feel that all and any feedback an individual receives from their "outside world" is very beneficial. I suppose I would be concerned about their likeability from others viewpoints. As long as the performance assessments are structure to avoid personal characteristics
• Test-- official
• Creativity, evident concern for student success, willingness to try new methodologies, willingness to utilize new technology as available, willingness to help fellow faculty when needed
• Willingness to experiment, receptivity to latest technology, creativity
• I answered no, but here's my feedback anyway: when you include personality traits, you are just engaging in a popularity contest. In addition, it is too subjective. How do you measure "likeability" anyway? According to who??
• Student identification between the teacher and student so many teachers can't get their message across because the students mistrust and dislike them
• Everything that makes one a well rounded person.
• Sociable, cheerful, reasonable, understanding, efficient, punctual, friendly, even-tempered, respectful, considerate, courteous, warm, tactful, reliable, orderly, smart, kind, good-humored, consistent, open-minded, patient, imaginative, polite
• Open-mindedness, creativity, repoir with students, flexibility, etc
• Willingness to experiment, creativity, persistence, reliability, work ethic.
• WILLINGNESS TO TRY NEW IDEAS, TECHNIQUES
• CREATIVITY
• IS THIS PERSON A "PEOPLE PERSON"
• Willingness to change / Open to new ideas /
• Like you said, willingness to experiment, creativity, likeability. I also believe that a willingness to volunteer is very important.
• Flexibility, if that is a "personality" trait and willingness to experiment
• Traits directly affecting the teaching/learning process.
• Instructor participation in student activities outside of "normal" instructor responsibilities.
• Instructor participation in student activities outside of "normal" instructor responsibilities.
• Try to keep the evaluation as objective as possible.

5. Should syllabi and classroom materials used by instructors be used in the evaluation process?

6. Should evaluators visit classrooms to determine faculty performance?

7. Should peers visit classrooms to determine faculty performance?

8. If you responded "yes" to question #6 or #7, how often do you believe classroom visits should be conducted to effectively observe performance?

• At least once a year by both evaluators (division chairs) and peers for every instructor
• At least as often as faculty are evaluated.
• Twice yearly--one scheduled with division chair, and one unannounced-drop in evaluation by division chair
• No more than twice. Visits should be by persons trained in education and evaluation procedures.
• At least once a semester.
• Evaluators should be aware of what is going on in the classrooms that may not need to be on a formal basis or be part of the evaluation.
• Peers visiting others' classrooms is just as bad an idea. This will lead to nothing but hard feelings and fracturing of departments. If I know that one of my co-workers will evaluate me, I am not likely to oppose one of his opinions during a faculty meeting
• Twice
• I feel that question # 5-7 are very sensitive and should be included in the evaluation. I believe that individuals are different and do deliver information in different manners. This is what allows us to be individuals and enjoy our jobs. Th (response exceeded maximum length)
• Every other year for experienced faculty--more often (2X year) for new staff
• Once a trimester for new faculty & then once every 12-24 months thereafter.
• ONLY AS ANNOUNCED & PLANNED AHEAD!!!
• Once each semester
• Several different times throughout the year and at least once or twice on a surprise basis without the knowledge of the person being evaluated.
• Visits by the supervisor only lighter loads
• Once a year is fine.
• I think students are the best evaluators of the classroom performance of the instructor. I believe unit leaders should evaluate other things about the instructor's performance, such as loyalty, dependability, attendance, team player, student
• Once a semester.
• As much as is necessary to find out if the person is doing the job they were hired to do.
• I don't feel you can attach a certain time frame or number to this question. Newer instructors may need to be monitored more closely than older ones or vice-versa. I do like the concept of having the person evaluate you actually being aware of wh (response exceeded maximum length)
• AT LEAST ONCE A SEMESTER
• New instructors, 3 times the first year; Other instructors, Once per year
• I believe that there should be more than one classroom visit and at least one should be unannounced by both peers and supervisors. This should be an ongoing effort on everyone's behalf to not only evaluate to gain information and share the "g (response exceeded maximum length)
• I think that at least once a trimester and at least two trimesters a year. I also don't think that this should be a surprise visit. The instructor might be doing something special on a certain day and they may want the observer to be there the
• Just a quick visit on occasion and certainly more than once or twice for correct objectivity
• Constantly. A MBWA (Management by wandering around) give a clearer picture and is less threatening than an annual "dog and pony" system where evaluation visits are restricted to a certain time period.
• Having worked under both systems, the latter
• Once per year
• Once a year
• Once per year
• At least once per evaluation period, if needed.
• Visits should be frequent enough that the evaluator sees many different teaching methods, also they should be unannounced
• At least quarterly. My supervisor has NEVER been in my classroom to do any type of critique or evaluation. He also has never taught what I teach, so how can he evaluate it? I think all supervisors should teach at least one class every semester so they will understand

9. In addition to raises, what else could we use to reward faculty for outstanding or better than average performance?

• Extra professional development opportunities; resources such as journals, videos, etc.; parking space; Faculty-of-the-Semester and photo maybe with Unit Leader and President; office space; classroom equipment; be recognized at graduation ceremonies
• Class schedules set to faculty preference, designated classroom, provide equipment needed by faculty, faculty parking, extra annual leave, a trip to NISOD without having to present
• I think we really shouldn't expect anything for doing a job to the best of our ability; of course, money/pay raises is the typical reward for merit raises. Perhaps an alternate or additional reward could be an extra day of vacation (when it agrees
• Release time between semesters without taking vacation, special consideration for advancement seminars, meetings of their professional peers, etc.
• More vacation, more flexibility to use vacation, one time bonuses,
• Additional annual leave
• Certificates of Appreciation
• Permanent classroom and lab assignments (for those of us who travel from classroom to classroom and from floor to floor).
• Give people options - some love to get certificates, others don't c
• $$$$$$, Gosh! That is a really big motivator. Other than comments I made previously, like public/campus recognition, I am unsure.
• First choice of teaching assignments
• Test
• I think many faculty are motivated by their peer and student appreciation. We should somehow notify campus of the highest faculty rankings in each unit. Maybe post results that are the best for each unit.
• Release time for research, academic-related travel, faculty-exchange programs
• Individual written acknowledge to that person specifically instead of as a group.
• Money works for me.
• Reserved parking!!!!!
• Lighter loads
• Money is the most important but equipment or other learning tools would be good, too, anything that can be put back into the learning environment to continue the quality of education that the instructor is delivering.
• Allowing employees to take the time off when time is provided.
• Praise, but to do so would mean for administration to actually know and/or care how you perform in the classroom etc. Most of the time administration is to busy having meetings to even know what is going on in their areas.
• TIME OFF W/O TAKING ANNUAL LEAVE
• Equipment money
• Especially since we know that raises in the next few years are going to minimal, at best, we could do something that could promote some feeling of respect for faculty such as allocated faculty parking at the various buildings.
• I believe that raises just about sums it up. I guess some kind of certificate would be nice to show off if someone wants to brag or glow with pride. As for me, I happy with my raises and that's it.
• Allow outstanding faculty attend seminars, take extra time for curriculum development, such as a semester without a full load of classes, time for continuing education (it's awfully hard to seek a higher degree in a subject of choice with nothing [exceeded maximum length]
• A free meal with preferential seating and service (esp for the buffet).
• Designation as a 'True GRIT' (Greatly Regarded Instructor, Teacher or Staff).
• Preferred seating and acknowledgement at Graduation Ceremonies and a identifying symbol
• Bonuses and awards
• Recognition during the Summer Graduation Ceremony
• Recognition during the Summer Graduation Ceremony
• Prized parking spots, chance to participate in additional training, if desired.