F(10)

ROBINSON COLLEGE OF BUSINESS
FACULTY DEVELOPMENT COMMITTEE
FACULTY PERFORMANCE: PLANNING, DEVELOPMENT AND EVALUATION

Purpose

Board of Regents policy requires performance evaluations for faculty members at least annually. Given the College's Mission and Promotion and Tenure documents, the Faculty Development Committee (FDC) concluded that our present evaluation is inadequate. It should do more than evaluate; it should emphasize flexibility, encourage development, and strive for collegiality.

NOTE: The role of faculty profiles in the annual faculty performance evaluation is rescinded. Faculty members will no longer be required to select a profile. A faculty member's performance evaluation will be made on the basis of accomplishments as measured against the workload assigned to that faculty member. The profiles will remain in the faculty Performance: Planning, Development and Evaluation document as an aid to career management and development. See revisions to faculty Workload Policy F(17).

Flexibility. There are multiple paths to excellence. We propose five alternative position descriptions, or profiles--the "Traditional," "Teaching," "Research," "Service," and "Manager-Professor" profiles. The profiles place varying emphases on teaching, research/publications, and service. However because we are University faculty, all profiles require accomplishments in the three areas. Faculty members select those profiles which are to their comparative advantage, subject to the need to maintain a proper (consistent with mission statement) balance within the department. The FDC recommends that faculty not change their profiles yearly. Rather profile selection should mirror different stages of an instructor's career.

Development. Faculty members can request developmental conferences with the chair at any time. In addition, the chair annually extends an invitation to the faculty member to discuss how the chair can facilitate the faculty member's achievement of goals. If applicable, the chair provides feedback toward promotion.

Collegiality. Faculty members are evaluated against their stated profile, not other faculty. Faculty members annually develop an annual goal set that is consistent with their selected profile. The chair rates the goal set as above, equal to, or below the "College Standard" for that profile. One year later, the chair rates the faculty member's activities and accomplishments along a five-point scale from significantly above to significantly below the "College Standard" for the profile.

The approach is consistent with accepted personnel practices, and applies to all faculty members including chair/directors of academic units but excluding the Dean who is evaluated by the Vice President for Academic Affairs. For non-teaching administrative positions such as associate deans that are evaluated by the dean, the approach should be applied as closely as feasible. The term "chair" is used in this document and attached forms to apply to both the chair/director of an academic unit evaluating a faculty member within that academic unit and the dean evaluating a chair/director or other faculty member.

(Approved by RCB Faculty 5/24/89; subsequent revisions approved by Faculty Development Committee, Executive Committee and Faculty Affairs Committee 1991, 1992, 1996, and 1997)

DOCUMENT HIGHLIGHTS

The document's major focus is on a faculty member's yearly evaluation. Excellence within each profile will be rewarded through the salary administration process, etc. A second focus is on helping faculty achieve their chosen profiles. The third focus is to assist the faculty member annually on the pathway to promotion and tenure.

The document is consistent with the present P&T guidelines. It does not change the "necessary conditions" for teaching, research, and service. It will serve to clarify these necessary conditions.

The Traditional and Research Profiles are the recommended routes to tenure and promotion.

The profiles that a faculty member chooses indicates how s(he) wishes to spend his/her discretionary time, the time beyond meeting the basic expectations in teaching, research/publications and service.

The chair will provide supplemental written comments to accompany the EPL for untenured faculty and, if requested, for tenured associate professors. The chair is encouraged to seek the input of tenured faculty in the academic unit (or other academic units as appropriate) in assessing the faculty member’s progress towards promotion and/or tenure.

These supplemental written comments should relate the faculty member's annual and cumulative performance to P&T standards but should not be misconstrued as the only or necessarily the best indicator of future success in promotion and tenure. As part of the written statement, the chair should remind the untenured faculty member or faculty member seeking promotion that (1) P&T decisions are based on achievements over several years and that, as one input, the chair must consider the recommendation of the academic unit’s P&T committee in making his or her P&T recommendation and (2) the academic unit’s P&T committee must consider the evaluations of external reviewers in making its recommendation. The chair should strongly recommend that each untenured faculty member or faculty member seeking promotion periodically discuss areas where he or she can improve the likelihood of obtaining promotion and tenure with (1) each tenured (or full) professor in his or her academic unit (or other academic units as appropriate) and (2) potential external reviewers.

The FDC plans to work with chairs to further assure that College Standard performance as defined within the five profiles is consistent with the promotion recommendations of the College's P&T committee.

THE THREE STAGES OF THE ANNUAL PROCESS

The process includes planning and evaluating faculty performance and encouraging faculty development. The annual reporting period is for the calendar year ending December 31.

Completion of Annual Goal Statements and Previous Year's Accomplishments Report in January

In January, each faculty member completes:

1. an accomplishments report for the previous year (see the Outline of Faculty Activities/Accomplishments Report (FAAR) form). The FAAR serves as the faculty member's annual report on activities and accomplishments.
   
   
2. an annual statement of goals for the upcoming year ending December 31. The annual set of goals contains specific and quantifiable goals (see the GS form) and must be consistent with the profile (s)he has selected - the "Traditional," "Teaching," "Research," "Service," or "Manager-Professor". A longer term statement of goals is not required. However, a faculty member may at his/her option, submit such a statement if changes are anticipated and/or resources are sought.

Evaluation of Past Year's Accomplishments and Proposed Goals in February

The chair uses the Evaluation of Performance Level (EPL) form. Using the FAAR the chair judges a faculty member's activities and accomplishments along a five point scale from significantly above to significantly below College Standard for the selected profile.

The chair also discusses the faculty member's set of proposed goals. The profile that the faculty member has chosen is subject to approval by the chair. While flexibility is encouraged, the chair must maintain a mix of profiles consistent within the approved departmental emphasis. The chair and faculty member will negotiate when they disagree on the selected profile. The chair then assesses the level of the goals relative to College Standards for the profile (as defined subsequently). The faculty member must then in writing agree or disagree with the chair's assessment.

Unanticipated problems (experimental course fails to make) or significant opportunities (obtain major external funding) may arise during the year. With the chairman's concurrence the faculty member may revise his annual statement of goals.

Encouraging Faculty Development Through The Development Conference in June-September

The developmental conference is an informal, two-way, non-evaluative, and collegial discussion between the faculty member and chair. The chair seeks to help the faculty member achieve his stated goals. If applicable, the conference should also include feedback on progress toward promotion.

The chair, in the role as facilitator, extends an invitation to each faculty member for a developmental conference during the summer. However, the faculty member may decline the invitation if he/she does not perceive a need for additional discussion.

DEFINITION OF PROFILES

Recently there has been only one recognized path to excellence--equal emphasis on teaching and research/publications and less on service. Subject to accomplishing the Mission Statement, the FDC proposes that faculty should be permitted to select profiles, or career paths, that best meet their long-run professional needs.

Expectations of All Faculty

Each profile has basic expectations for teaching, research/publications, and service. The research/publications basic expectation is consistent with the College's promotion and tenure document. Specifically, a faculty member must have one or more refereed publications of significant quality in recent years.

With respect to research/publications goals, the FDC encourages co-authoring of publications for it promotes collegiality. Normally, more co-authored publications would be required to meet the College Standard (for any profile) than if such publications were single-authored.

Basic expectations for teaching. Consistent with the College's promotion and tenure policies, all faculty should demonstrate teaching competence. A university faculty member must be responsible for disseminating knowledge.

Basic expectations for research/publications. Consistent with the College's promotion and tenure policies, all faculty should produce refereed publications of significant quality. A university faculty member must be responsible for generating knowledge. A faculty member's extensive involvement in service activities may substitute to some extent for research and publication activities; however in all cases a member must have a satisfactory record of research and publications.

Basic expectations for service. Consistent with the College's promotion and tenure policies, a faculty member's extensive involvement in research/publication activities may substitute for significant involvement in service activities. However, all faculty are expected to engage in service activities to some extent.

The Five Profiles

Relationship of Faculty Performance to Personnel-Related Decisions

Evaluation of yearly performance. The yearly evaluation of performance is based on two components:

1. a composite of the overall ratings for teaching, research, service, and managerial (if applicable), and
   
   
2. an evaluation of professional development activities.

Profile and workload. The workload of a faculty member is comprised of the mix of teaching, research and service (and managerial, if applicable) activities that are assigned as that faculty member’s contribution of effort toward achieving the goals of the academic unit and the RCB. A chosen profile is reflective of a set of these activities also. The teaching-related workload to be assigned is determined by the faculty member’s productivity in research, service and managerial (if applicable) activities so that all faculty members contribute comparable levels of effort toward achieving organizational goals. Thus, the number and type of courses assigned to a faculty member with any profile could be average, above-average or below-average relative to other faculty in the RCB depending on the faculty member’s accomplishments over time as evaluated on an annual basis and through pre-tenure and post-tenure reviews.

Salary administration and summer quarter teaching. Highly productive faculty are those who achieve above the College Standard in any of the five profiles. They will be rewarded accordingly through the College's salary administration process, be given priority in summer teaching, etc.

Promotion/Tenure. This document relates to the annual evaluation of faculty performance, which is based on a faculty member's overall contribution to the College through teaching, research, and service over a relatively short period of time. In addition to their application in faculty development, the results of these annual performance evaluations are used as input to relatively short term administrative decisions, including salary administration, teaching load determination, and the allocation of summer teaching opportunities.

In contrast, the promotion and tenure process involves an evaluation of the faculty member's achievements over a longer period of time, and it involves a much broader group of evaluators from the academic unit, the College, the University, and the external academic community. This evaluation is input to an administrative decision with long term implications for both the faculty member and the College. Certain threshold levels of achievement are required in each of the three areas of performance--teaching, research, and service. Of the three areas, research is the area which involves the longest lead times and highest uncertainty for the faculty member, and it requires the greatest self-direction. Experience has shown that disproportionate emphasis on teaching and/or service will tend to impede significantly the faculty member's progress with respect to research. Therefore, tenured faculty seeking promotion and untenured faculty are strongly advised to select the traditional or research profile in order to maximize their likelihood of success with respect to promotion and/or tenure.

EVALUATING FACULTY GOALS

In February, the chair judges whether a faculty member's proposed goals are above, equal to, or below College Standard. The FDC proposes a set of College Standard guidelines for each of the five profiles. The standards reflect the promotion recommendation decisions of departmental P&T committees, department heads, the College-wide P&T committee and the Dean. We recognize that as the criteria for promotion change, we must revise our "College Standard" for the five profiles. The College Standard applies to all faculty irrespective of their rank.

Below are descriptions of teaching, research, service, professional development, and managerial (for manager-professor profile) goals that are equal to the College Standard for each of the five profiles. For each of these profiles, a level of goals above College Standard is defined as a set of goals that exhibits a greater quantity and/or level of creativity than the College Standard goal set. Similarly, a level of goals below College Standard is defined as a set of goals that exhibits a lesser quantity and/or level of creativity than the College Standard goal set.

The Traditional Profile

The Traditional profile has equal emphasis on teaching and research goals and less emphasis on service goals. To meet the College Standard, a faculty member should include most of the following goals in the one-year Goal Statement (GS):

Teaching. Plans to teach a schedule of courses that exhibits some variety. Plans to incorporate improvements in course structure, content, pedagogy, testing or other appropriate innovations.

Aspires to demonstrate teaching competence through pertinent sources, such as, Student Evaluation of Instructor Profiles, teaching recognitions/awards, peer reviews and other evidences of accomplishment.

Research/Publication. Plans to engage in scholarly effort that should ultimately result in at least one refereed publication or book, or is expected to have significant impact.

Plans to produce other publication(s) in non-refereed periodical(s) or conference proceeding(s).

Publication goals should result in several refereed publications of significant quality over the next several years.

Service. Plans active involvement in an important internal (university, college or department) committee(s), and/or important involvement in professional organization(s) or activities that utilize professional expertise in service to the community.

Professional development. Plans to undertake professional development activities.

The Teaching Profile

The Teaching profile places greater emphasis on innovation and creativity in teaching. To meet the College Standard, a faculty member should include most of the following goals in the annual Goal Statement (GS):

Teaching. Plans to teach a schedule of courses that exhibits variety, including an elective/experimental/specialty course/advanced seminar or a course that is new to the instructor. Plans to serve as dissertation chair or committee member.

Plans to incorporate changes in course structure, content, pedagogy, testing or other appropriate innovations.

Aspires to demonstrate above-average teaching competence through pertinent sources, such as, Student Evaluation of Instructor Profiles, teaching recognitions/awards, peer reviews and other evidences of accomplishment.

Plans to develop and/or initiate new classroom materials, such as, cases, projects, exercises, software, and handouts.

Research/Publication. Plans to engage in scholarly effort that should ultimately result in publication.

Publication goals should result in one or more referred publication(s) of significant quality over the next several years.

Service. Plans active involvement in some internal (university, college, department) committee(s) and/or in professional organization(s), and/or activities that utilize professional expertise in service to the community.

Professional development. Plans to undertake professional development activities.

The Research Profile

The Research profile places greater emphasis on innovation and creativity in research. To meet the College Standard, a faculty member should include most of the following goals in the annual Goal Statement (GS):

Research/Publication. Plans to conduct research that should ultimately result in scholarly publications in a book, or refereed periodical, or is expected to have significant impact.

Uses appropriate state-of-the-art models, methods or practices in scholarly efforts.

Plans to produce other publications in non-refereed periodicals or conference proceedings.

Publication goals should result in several scholarly refereed publications of significant quality over the next several years.

Teaching. Plans to incorporate some improvements in classroom materials and pedagogy for courses taught. Plans to serve as dissertation chair or committee member.

Aspires to demonstrate teaching competence through pertinent sources, such as, Student Evaluation of Instructor Profiles, teaching recognitions/awards, peer reviews, and other evidences of accomplishment.

Service. Plans active involvement in some internal (university, college, department) committee(s), and/or in professional organizations, and/or activities that utilize professional expertise in service to the community.

Professional development. Plans to undertake professional development activities.

The Service Profile

The Service profile places greater emphasis on innovative and creative goals in service. To meet the College Standard, a faculty member should include most of the following goals in the annual Goal Statement (GS).

Service. Plans to serve as chairman of at least one major committee/program for the university/college/department.

Plans active involvement in other important internal (university/college/department) duties or committees, and/or professional organizations, and/or activities that utilize professional expertise in service to the community.

Teaching. Plans to incorporate some improvements in classroom materials and pedagogy for courses taught.

Aspires to demonstrate teaching competence through pertinent sources, such as, Student Evaluation of Instructor Profiles, teaching recognitions/awards, peer reviews, and other evidences of accomplishment.

Research/Publication. Plans to engage in scholarly effort that should ultimately result in publication.

Publication goals should result in one or more refereed publication(s) of significant quality over the next several years.

Professional development. Plans to undertake professional development activities.

The Manager-Professor Profile

The manager-professor profile is for faculty who are appointed to a management position within the college (e.g., chairman/director of an academic unit, program director, or any position with one or more employees formally reporting to it for personnel administration--performance evaluation, pay raise recommendation, etc.--purposes). The portion of time allocated to management goals will depend on the position. This profile sets fewer goals for teaching, research, or service for that portion of the faculty member's time which is non-managerial. To meet the College Standard, faculty members should include most of the following goals in the annual Goals Statement (GS):

Management. Provides leadership to build a team effort and to make reasonable progress in accomplishing the goals of the organizational unit during the year. Effectively develops faculty and staff, builds on the resources available, encourages collegiality and shared governance, and identifies opportunities and brings them to fruition.

Executes the administrative requirements of the position (e.g., recurring budgetary and personnel functions) in a satisfactory and timely fashion.

Teaching. Plans to incorporate some improvements in classroom material and pedagogy for courses taught.

Aspires to demonstrate teaching competence through pertinent sources, such as Student Evaluation of Instructor Profiles, teaching recognition awards, peer reviews, and other evidence of accomplishments.

Research/Publication. Plans to engage in scholarly effort that should ultimately result in publication.

Publication goals should result in one or more refereed publication(s) of significant quality over the next several years.

Service. Plans active involvement in some internal (university, college, department) committee(s) and/or professional organizations, and/or activities that utilize professional expertise in service to the community.

Professional development. Plans to undertake professional development activities, with emphasis on improvement of leadership and management skills.

VARIATION IN TARGET GOALS AMONG ACADEMIC UNITS

Just as individual faculty may select alternative profiles, academic units should have some flexibility as well. Some units have had a historically significant involvement in service, others in research or teaching. With the concurrence of the Dean, the average emphasis of an academic unit may vary slightly from the Traditional profile.

IMPLEMENTATION AND ADMINISTRATION

The chairs' skills in rating goals, developing faculty, and evaluating performance are essential to success. The FDC will provide assistance to those who request it. The Dean and his designees will monitor the process to ensure fairness and equity throughout the College.

PROVISIONS FOR SUBSEQUENT REVISION OF THIS DOCUMENT AND FORMS

This document and the attached forms must be approved by the Executive Committee, the Faculty Affairs Committee, and the RCB faculty. Subsequent revisions must be approved by the Faculty Development Committee, the Executive Committee, and the Faculty Affairs Committee. However, if the Faculty Affairs Committee is of the opinion that the proposed revisions constitute major changes, then the proposed revisions will be submitted to the entire RCB faculty for review and approval.

SAMPLE FORMS

FAAR

ROBINSON COLLEGE OF BUSINESS
OUTLINE OF FACULTY ACTIVITIES/ACCOMPLISHMENTS REPORT

Using the following outline, organize the annual Faculty Activities/Accomplishments Report (FAAR) into teaching, research/publications, service, professional development and managerial (if applicable) activities and accomplishments.

Fit all of your activities/accomplishments (including, for example, awards and honors, faculty internships and visiting professor appointments) into one of these five categories.

When listing activities and accomplishments:

1. please designate any international activity by inserting (INT) as a code after international activities/accomplishments.
   
   
2. please designate any e-commerce-related activity by inserting (EC) as a code after e-commerce activities/accomplishments.

FACULTY ACTIVITIES/ACCOMPLISHMENTS REPORT
FOR THE YEAR ENDING DECEMBER 31, 2002

NAME OF FACULTY MEMBER

ACADEMIC UNIT

TEACHING ACTIVITIES/ACCOMPLISHMENTS

• Insert (INT) to identify international (e.g., study abroad programs) and (EC) to identify e-commerce-related
  activities and accomplishments.
  
  
• Past Year's Teaching Activities

Courses taught: Include all courses taught in regular GSU academic programs.

Quantitative evidence of teaching effectiveness: Include documented quantitative evidence of teaching effectiveness of regular courses taught. Both SEI results and formal peer reviews shall be included, when available.

Qualitative evidence of teaching effectiveness: Include selected, documented qualitative evidence of teaching effectiveness of regular courses taught. Summarized student comments from SEI results and unsolicited letters, memos, etc. may be included, when available.

Directed readings taught: Include readings courses directed in a content expertise area, typically without university credit.

University related non credit teaching: Includes teaching in executive education programs, faculty development workshops, continuing education programs, or guest lecturing. Evaluations may be reported, when available.

Dissertation activities: Indicate name and department of candidate and status of dissertation. Denote whether activity is as chair, member, or reader.

Other teaching related activities: Includes activities such as student advisement and student counseling.

Course/Curriculum Design and Development

Instructional innovation and improvement related to course/curriculum design: Include design and development of new courses/curriculum or substantial modification of old courses/curriculum.

Instructional innovation and improvement related to delivery: Indicate instances where one has been the first implementer of a new course. Include descriptions of new cases, simulations, or other instructional material. Include documentation of new methods and media used as well as other classroom innovations such as support for collaborative learning.

Publications in Area of Pedagogy

Reference any pedagogy related publications reported in the research/publications section of the FAAR that are published in an academic journal, education section of a journal, discipline's education related journal, or proceedings of a teaching related conference.

Teaching Awards, Honors, and Grants

Includes evaluations, commendations, or other recognition of teaching effectiveness. Also include the awarding of
instructional innovation grants by GSU or other sources. Include honors such as Fulbright Fellowships for teaching, visiting professorships, and other prestigious teaching opportunities.

RESEARCH AND PUBLICATIONS ACTIVITIES/ACCOMPLISHMENTS

• Insert (INT) after international activities (e.g., grants, papers published on international topics, participation in international conferences) and (EC) after e-commerce related activities (e.g. research projects, papers published, e-commerce conferences).

Proposals for externally funded research: List all proposals, including those initiated by another college where you were one of the investigators being funded, "pre proposals" being negotiated between you and the funding agency that have not yet been channeled through the University approval process, proposals for research potentially leading to publications where funding would be given directly to you (rather than through the University), and proposals to fund research activities through the GSU Foundation.

Externally funded research projects: List title of research, beginning and ending dates of the project (for projects not completed indicate status), the amount of funding of the grant, and your specific participation in the grant project (i.e., project director, main investigator).

Internally funded research projects: List any research project involving funding internal to the College or University, including those for which a course release was received from the College or University, or other research support (e.g., travel, equipment) was received from the University.

Publications: List all work actually published during the last three calendar years and all articles officially accepted for publication but not yet published. Citations should be complete (including co authors, publication dates and page numbers). Citations should be in "Chicago style" (Kate L. Turabian, A Manual for Writers [latest edition], Chicago, University of Chicago Press). Publications should be grouped in the following categories specified in the college's promotion and tenure policies and procedures:

Refereed scholarly: Papers published in refereed scholarly journals and conference proceedings.

Refereed professional /practitioner: Papers published in refereed professional/practitioner journals and conference proceedings.

Books and monographs: Includes chapters in text and research books, case studies, instructor manuals and other supplemental materials for textbooks, and books edited.

Non refereed and other: Includes book reviews and papers published in non refereed conference proceedings.

Other writings: Includes media interviews, abstracts, letters to editors, papers presented to meetings not otherwise published, working papers.

SERVICE ACTIVITIES/ACCOMPLISHMENTS

• Insert (INT) to identify any international activities (e.g., participation in international organizations that are discipline-related) and (EC) to identify e-commerce related activities (e.g., service in e-commerce organizations).

Include activities internal to the University (at the departmental, college or university level), service to professional organizations and service to the community.

Academic Unit: Include committee assignments (function of the committee, time period served, whether service was as member or chair) and service to the academic unit in other capacities, including coordinator positions e.g, doctoral coordinator, core course coordinator, GTA coordinator, etc.

College: List name of the committee, time period served, whether service was as member or chair.

University: List name of the committee, time period served, whether service was as member or chair.

Professional Organizations: Include all activities associated with professional associations and meetings other than the presentation of papers e.g, program chair, chair of session, discussant, local arrangements committee chair or member, officer, director.

Community: Activities utilizing the professional expertise of the faculty member in service to volunteer organizations and other organizations in the community.

PROFESSIONAL DEVELOPMENT

Include any Professional development activities associated with improvement of teaching, research, service and leadership/ management skills. These activities may include attendance of courses, short programs, workshops, seminars, and professional meetings; discussions with consultants; and visiting professorships.

MANAGERIAL ACTIVITIES/ACCOMPLISHMENTS

This section is to be completed only by those faculty who are appointed, by the Dean, to a management position within the College e.g, head of an academic unit, program director, or any position with one or more employees formally reporting to that position for personnel administration (performance evaluation, pay raise recommendation, etc.) purposes.

Recurring activities: Includes the recurring administrative requirements of the position and those managerial activities associated with maintenance of the organizational unit.

Non recurring activities: Includes innovative and non routine managerial activities that led the organizational unit toward attainment of goals during the year.

(Dec. 2000)

EPL

ROBINSON COLLEGE OF BUSINESS
EVALUATION OF PERFORMANCE LEVEL
FOR THE YEAR ENDING DECEMBER, 31, 2002

Name of Faculty Member:                                                                                             

Academic Unit:                                                                                                                

The evaluator completes this form. Attach a copy of the Faculty Activities/Accomplishments Report (FAAR) and Annual Statement of Goals (GS) for the year ending with this evaluation period.

EVALUATION OF ACTIVITIES AND ACCOMPLISHMENTS

Professional Development Activities and Accomplishments: The faculty member has achieved professional development activities ____________________________ evaluator's expectations (insert one: significantly above, above, at, below, significantly below).

All Other Activities and Accomplishments:

Insert one of the following rating symbols in each of the boxes below as appropriate:

* A faculty member's overall level of performance is based on two components:

1. A composite of the overall ratings for teaching, research, service and managerial (if applicable) and
   
   
2. An evaluation of professional development activities.

** The categories pertaining to this function are to be completed only for those faculty who are appointed by     the Dean to a management position within the College.

Provide comments in support of this overall performance rating on a sheet(s) attached to this evaluation form.

I acknowledge that I have read the above evaluation. I have ___ have not ___ appended comments.
My chair (or other evaluator) did ___ did not ___ invite me to have a development conference during
the year.

12/00

GS

ROBINSON COLLEGE OF BUSINESS
ANNUAL STATEMENT OF GOALS FOR THE YEAR ENDING DECEMBER 31, 2003

Name of Faculty Member:                                                                                             

Academic Unit:                                                                                                                

STATEMENT OF GOALS

Attach your statement of goals organized in the same format as the annual Faculty Activities/Accomplishments Report (FAAR): teaching, research/publications, service, professional development and managerial (if applicable).

I, faculty member, believe that the goals contained in the attached annual statement of goals are
consistent with the workload assigned to me.

I, chair (or other evaluator), have reviewed the attached annual statement of goals and discussed
them with the faculty member. I believe that the goals contained in the attached annual statement of
goals _________________ consistent with the workload assigned (insert one: are, are not).

After discussion with my chair (or other evaluator), I, faculty member, do ___ do not ___ agree with
my chair's (or other evaluator's) ranking of the level of my goal set. I have ___ have not ___ appended comments.

NOTE: Comments may be attached whether the faculty member agrees or disagrees with the chair
(or other evaluator).

(12/00)