| 3.3 |
|
Faculty and staff recruitment, workload, incentive, and evaluation practices are aligned with institutional purposes and educational objectives. Evaluation processes are systematic, include appropriate peer review, and, for instructional faculty and other teaching staff, involve consideration of evidence of teaching effectiveness, including student evaluations of instruction. |
| UC Davis Summary of Evidence |
|
The University of California academic personnel process is nothing if not well documented and bureaucratic. Evaluation begins in the departments and progresses upward through Senate and administrative levels. The short version is that every case for faculty advancement must include evidence of excellence in teaching, research, and service. For merit actions, student evaluations are primary evidence of teaching effectiveness. For promotions, there is additional peer review of teaching. In spite of being an established and cumbersome process, it remains vibrant. There are periodic reassessments of its appropriateness. The most recent one is documented in Special Committee on Academic Personnel Processes and Special Committee on Personnel Processes Reform. Part of the follow through can be read in Directive 02-099. It is possible that the implementation of the Educational Objectives will lead to additional adjustments in emphasis in this incentive structure. |
| Links to Evidence and Related Documents |
|