1.31.14 HUMX Probationary Faculty Self-Evaluation Meeting

sandbox.drewloewe.net

(.pdf of 2012 calendar year self-eval + mini-portfolio)

Make Course Evaluations More

Substantive

ENGW 2325.01 Evaluations

• How, if at all, the course helped you to grow as a:

• writer

• thinker

• arguer

• analyst

• editor

• proofreader

• Whether the professor was helpful, available, and approachable

• The substance and sequence of the four major projects (genre, ideological, pentadic, metaphor)

• Revision opportunities and policies

• The textbook

• Peer review policies and practices (helpful and useful, or not?)

• Workshops in class (helpful and useful, or not?)

Evidence and Making the Invisible More Visible

• Section 2.5 in the Faculty Manual lists the criteria and types of 1. mandatory and 2. permissible evidence for evaluation.
  
• Emails as Corroborating Evidence
  
• Recommendations--require a brief thank-you email and explain why; students "get it"
  
• Get in the habit of getting (and giving) emails to document committee work, class visits, etc.
• Tag or label to find easily 
• Contextualize assignment evidence in mini-portfolio
• Handouts, key terms, etc.
• Use "big red box" or something similar for paper evidence and digital dumping ground for electronic evidence
  

Additional Points

• Make case for what you teach, why to teach it, how you teach it, how you evaluate it, and why your grades are the way they are.
• Show that you "hear" (NB: not necessarily "agree with 100%") student feedback. If a student says something that is flat-out wrong and injurious, deal with it directly. Other than that, look for patterns. Feel free to quote favorite excerpts.