Faculty/Course Evaluation System

Parsons has a school-wide system of faculty and course evaluation. All faculty members are evaluated on the basis of the following criteria.

Criteria for Faculty Evaluation:

• Knowledge of material taught, and ability to communicate.

• Concern for student progress.

• Quality of work produced by students.

• Attitude of students toward faculty member.

• Punctuality and attendance record of faculty member.

• Punctuality and attendance record of students in faculty member’s classes.

• Cooperation with other faculty members and commitment to departmental policies.

• Participation in departmental, school and university activities.

• Professional achievements (outside Parsons) and contribution to the field or discipline.

Faculty Evaluation Procedures
Evaluation involves three components:

1. Departmental Evaluation
The Department Chair prepares a written commentary on each faculty member’s performance during the year each spring term, based on his or her own observations as well as the student and self-evaluations described below. The Chair’s assessment is discussed with the faculty member privately and written materials are accessible to the faculty member at that time.

2. Student Evaluation
A Student Evaluation form is administered by the departments in the spring of each term (or in the case of a one-term course, in the fall). The same form is used by all departments. These forms are collected and evaluated by the Department Chair and considered in the evaluation of each faculty member in accordance with the guidelines below.

3. Self-Evaluation
The self-evaluation process takes the same form as the departmental evaluation and is based upon identical criteria (listed above). The format also includes a provision for comment by faculty members on the School as a whole, an opportunity for constructive review of the departments and administration of Parsons and of the University.

Each faculty member meets with the Department Chair to discuss the nature of his/her accomplishments, the areas in which departmental perceptions of performance may differ from those of the individual, the areas where improvement is needed, the results of student evaluation, and plans for the coming year. These discussions are the most important part of the evaluation process. They stimulate communication between faculty members and Chairs, and reflection by faculty members on their own work. They help all members of the school to understand, examine and continuously define the criteria of good teaching and professional accomplishment in the academic setting.

Guidelines for the Use of Course Evaluation Forms

1. Each course, in every department, should be formally evaluated by all students during allotted class time.

2. Courses should be evaluated within the last three weeks of the semester, and before final grades are determined.

3. Faculty should be given ample notice of dates for evaluation so that the procedure does not interfere with final critiques or exams.

4.  Evaluation of two-semester courses should normally be done upon completion of the second semester. Exception to this may be determined by the Chair, in consultation with the faculty, and applied in a standardized manner.

5. All departments will use a common, standardized form. Questions specific to each department may be added to this form.

6. Before forms are distributed to class members, a brief explanation of the function and importance of the evaluation process should be offered, perhaps by reading the introductory paragraph of the form.

7. Instructors must leave the room while evaluation forms are being completed.

8. Someone other than the instructor must be responsible for collecting the forms and handing them in to the department office.

9.  Faculty should not given the results of their evaluations until after final grades are submitted.

10. Once completed, evaluation forms are available only for use by the department, School and University. They are not to be made available to students.