Non-Tenured Evaluation
Purpose: To provide fuller and more substantial information on which to base tenure decisions. To a large extent, the burden for ensuring that the faculty has means to judge performance is borne by the faculty member being reviewed, so that the faculty member has considerable discretion in determining how to provide the basis for such judgment.
- Descriptions of what is expected of faculty members in order to receive tenure are contained in Criteria for Faculty Evaluation in the Handbook.
- Each non-tenured faculty member is expected to provide a short written evaluation of each course taught, at its conclusion. Forms will be provided, but faculty members may provide evaluations on their own forms.
- Each non-tenured faculty member should ensure that some other faculty members are in a position to have first-hand information on the non-tenured member's teaching. This can be accomplished by co-teaching courses, inviting colleagues to sit in on classes, participating in colleagues' classes, taping classes, making public presentations, participating on examining committees, co-sponsoring Plans, and so on.
- New faculty members are expected, within the first few years at Marlboro, to give public presentations of their work. This might include performances, exhibitions, lectures on research or teaching, or presentations to WSP Colloquium, alumni, families, etc. The goal is to provide evidence of professional activity and to enrich the intellectual and artistic life of the community. The activity can be on or off campus, it can include publications and performances; and at least one should be accessible to the College community.
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Written self-evaluation at the time of formal reviews is expected. Not every item need be addressed in early reviews, and the first submission may be updated for further reviews. Some of the items may be addressed in an expanded curriculum vitae or in materials submitted during hiring. By the tenure review, the self-evaluation should address, at a minimum, the following items:
- Curriculum. Description of curriculum, including courses, their content and rotation, and areas where tutorials are offered or would be considered. This should compare the candidate's curriculum to that of other liberal arts colleges. Providing syllabi would be helpful. It should include descriptions of links to other areas and faculty members, including any co-taught courses, guest lectures, or other collaborations.
- Teaching. Description of teaching philosophy, including any innovative teaching methods. An evaluation of teaching successes and failures, including an assessment of relevant Plan issues. This could include a critique of the teaching environment and what might be done to make teaching more effective.
- Professional Development, Scholarship, Public Service. Description of contributions to the intellectual, artistic, and social life of the College. Description of contributions outside the College, including public service, professional meetings, scholarly or artistic works, and continuing education or technical training.
- For each of the above categories, provide a description of any difficulties that have been or need to be resolved, and make an assessment of what challenges you intend to address in the future.