Weighting Percentage Categories

Weighting Percentage Categories

1. Instruction

2. Course Design/Development

3. Assessment/Evaluation

• Teaching:

  • Administrative and peer review of course content, including currency of material presented, syllabi, appropriateness of course structure, and amount of student work required, activities that promote active engaged learning, level of presentation, assessment of student learning, use of technology, course improvements, use of the learning management system, and other pertinent factors 

  • The number of course preparations a faculty member is responsible for during a given semester (and over time) and new course preparations

  • The student-summative course /instructor evaluation results. 

  • Instructor self-reflection

  • Onsite peer observations

  • Online course design reviews (if teaching an online/blended course)

1. Scholarship- see University Policy 1125

2. Professional Development

• Research and Scholarship Activities

• Refereed articles/publications. 

• Extramural grants. 

• Specialized professional books and textbooks.

• Journal editor/reviewer

• Refereeing activities at national and international healthcare meetings.

• Presentations at international, national, regional, and state level meetings.

• Unpublished manuscripts or working papers, seminar presentations in the University or elsewhere, book reviews, and other evidence of scholarly activity.

• Additional scholarship activities are outlined in Policy 1125 Faculty Scholarship Expectations

1. Service to Institution

2. Service to Department

3. Service to Community

4. Service to Profession

• Service Activities

• Service to the program and University

• Advising and graduate supervision

• Professional service

• Community service

• Administrative Activities

• These activities vary widely based on the specific needs of individual programs. They are well-documented within the Engagedly system and incorporated seamlessly with teaching, scholarship, and service areas to create a comprehensive appraisal system.

• Character

  • Critical Thinking-Asks good questions to elicit accurate information; systematically evaluates problems; encourages alternative approaches and new ideas

  • Integrity and honesty-Leads by example; ”walk the talk, models core values; follows through on promises; trusted by others; honest and ethical

  • Student Centeredness-Views work in the context of students; improves services as a result of student engagement and feedback; translates student needs into organizational strategy and direction; represents the organization to key external groups and internal global stakeholders

• Personal Capability

  • Job Knowledge/Skill Application-Demonstrates technical, functional and job-specific knowledge; sought out for opinions; understands the technology and profession in broader picture; stays up-to-date in field; develops credibility with team members because of in-depth knowledge

  • Self-Development-Constantly looks for development of opportunities; seeks out feedback on self from others; makes constructive efforts to improve based on feedback; curiosity to learn; eager to stay up-to-date in skills and knowledge for current role or future career move

• Interpersonal Skills

  • Communication-Communicates clearly and concisely; delivers effective messages through various mediums; is skillful in both listening and questioning; breaks down communication barriers between teams and divisions.

  • Develops & Inspires Others-Fosters a learning environment; acts as a coach or mentor to others; provides honest feedback; encourages others to continually seek out development opportunities. Has a personal style that helps to positively motivate others; energizes people to go the extra mile; leads people to accomplish goals; inspires others to support organizational priorities.

  • Collaboration-Promotes a spirit of cooperation amongst team; fosters a climate of trust and respect within team; helps team to work across divisions – breaks down silos; positively addresses conflicts and disagreements. Trusted by work group; establishes rapport easily; approachable and friendly; manages people effectively to get work done; handles difficult situations constructively.

• Focus on Results

  • Drives for Results-Does everything possible to achieve results; consistently meets or exceeds expectations; builds commitment in others for individual and team objectives; leads efforts to increase productivity and goal accomplishment. Sets measurable and stretching individual and team goals; builds commitment and fosters confidence to achieve goals; promotes a spirit of continual improvement; maintains high standards of performance – does not accept mediocrity.

  • Initiative-Anticipates and responds to threats or opportunities that might affect organizational performance; has the confidence to initiate action; independently address unexpected opportunities or problems; goes beyond what needs to be done; models proactive behavior.

• Leading Change

  • Champions Innovation-Acts as a change agent; champions new projects; energizes others to want to change; fosters an organizational climate that looks for and supports opportunities for change; helps others through times of change. Generates creative, resourceful solutions; champions ingenuity at all levels; creates a culture of innovation and learning; provides support and encouragement to others in innovative ideas/projects.

  • Develops Strategic Perspective-Relates work to organizational strategy; balances short‐term and long‐term needs of organization; sets a clear and compelling vision; continually communicates strategic initiatives and clarifies long‐term goals; leads efforts to leverage organizational opportunities.