Lecturer Evaluation Workshop: Addressing Pandemic Impact on Faculty Evaluations
Workshop presented by COVID Equity in Faculty Evaluations Task Force covers guidelines for lecturer candidates on addressing pandemic impact in evaluation process. Includes resources and guidelines developed by Academic Senate Taskforce on COVID Equity.
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LECTURER EVALUATION WORKSHOP Presented by the COVID EQUITY IN FACULTY EVALUATIONS TASK FORCE Co-chairs: Sabrina Alimahomed-Wilson, Emily Berquist Soule, Jessica Russell With Lecturer Task Force members: Raven Pfister & Kierstin Stickney
GOAL To provide guidance for lecturer candidates undergoing evaluation on how to address or evaluate the impact of the pandemic in the evaluation process
RESOURCES FOR LECTURERS UNDERGOING EVALUATION Faculty Affairs Lecturer Evaluation Procedures & Criteria https://www.csulb.edu/academic-affairs/faculty-affairs/periodic-evaluation-of-lecturers-evaluation- procedures-and-criteria Optional COVID Impact Statement (Faculty Affairs) https://www.csulb.edu/sites/default/files/groups/faculty-affairs/covid_impact_statement_final.pdf Article 15 of Collective Bargaining Agreement (CFA) https://www.calstate.edu/csu-system/faculty-staff/labor-and-employee-relations/Documents/unit3- cfa/article15.pdf Informal Consultation with Department Chairs (if possible)
Academic Senate Appointed, Endorsed by Provost What is the Senate Taskforce on COVID Equity in Faculty Evaluations? Representatives from Colleges, Faculty Affairs, CAPS, Library, CFA, and lecturer faculty Charged with developing campus guidelines for advancing equity for parents, caregivers, those at acute intersections of gender, race,and others negatively impacted by COVID- 19 during the evaluation process. All output based based on extensive research into pandemic's effects & best responses in Higher Ed Task Force does not write or revise University policy, but suggests promising practices
Sets of questions about how Covid may have impacted faculty in different areas of evaluation: Instruction and Instructionally- Related Activities; and two optional areas: Professional Growth and Development; and University and Community Service HOW CAN LECTURER CANDIDATES USE THESE GUIDELINES? To be used by lecturer faculty and those who evaluate them. Designed to encourage equity in the lecturer evaluation process not to change evaluation policy or standards in any way Candidates may discuss Covid impact in the Covid impact statement, or in their narrative, or not at all
HOW HAS COVID DIFFERENTIALLY IMPACTED FACULTY, NECESSITATING THESE GUIDELINES? 63.4% of CSULB instructional faculty hold temporary appointments. Evaluations can affect their teaching assignments, time base, retirement/benefits, and possibilities of applying for tenure-line positions. Women and faculty of color are more likely than men or non-BIPOC faculty to hold lecturer positions. Women and BIPOC faculty contribute more emotional labor to students and mentorship. BIPOC lecturer faculty face cultural taxation as well as racial and community trauma from disproportionate impact of pandemic, structural racism, and violence Some faculty lost opportunities to do professional development & service, due to caregiving. Some faculty were overburdened with extra service. Women, BIPOC, non-native speakers, LGBTQ, parents experience bias in teaching Facultywith young dependents report the greatest disruption to work
NAVIGATING PERSONAL DISCLOSURE IN LECTURER EVALUATION FILES COVID s impact disproportionately affected some faculty members, due to personal circumstances beyond their control (illness, death or illness of loved one,childcare, caregiving, job loss, mental health concerns etc.) Lecturer candidates may choose to disclose this personal information to provide evaluators with greater context for their files Personal information provided does not nullify stated expectations for lecturer evaluation at any level Personal information may not be used as a determining factor in evaluations, nor can it be written about Personal information provided may provide context to help evaluators understand a file. It may encourage evaluators to adopt a more compassionate, flexible approach
Imagine a part-time lecturer who has been offered a new course for the next semester which is two weeks away. The lecturer faculty member has not taught this course before and will have to prepare an entirely new syllabus. They also have two small children at home, who are periodically sent home from school to quarantine due to COVID outbreaks in their classrooms. With the financial constraints imposed by a modest salary, the faculty member cannot afford childcare. Because of this, they cannot use the final two weeks of break to adequately prep the course. Nevertheless, the lecturer accepts the course: not only do they need the additional income, but they are afraid if they turn down the course, they will not get another opportunity to add this course to their portfolio of classes. The lecturer has difficulty with the online format, for which they were not given sufficient training in a timely manner. The lecturer is not able to connect with the Department Chair early in the semester and is not successful in gaining direct feedback on how to improve the course. The lecturer consequently receives lower SPOT scores, which jeopardize their chances of not only being offered this course in the future, but others as well. EXAMPLE OF PERSONAL IMPACT FOR LECTURERS
TEACHING, SPOT SCORES, AND LECTURER EVALUATIONS Additional pressure for BIPOC lecturer faculty, who fear being dismissed as diversity hires if they grade too leniently, or as being too rigorous if they grade too harshly Lecturers can be evaluated mainly or even exclusively on SPOT scores, but extensive research has proven these can be biased and inequitable Across Higher Ed, research has shown that women, BIPOC, non-native speakers, LGBTQ, parents receive lower SPOT scores Across CSULB, lecturer faculty are most likely to teach lower division courses with new students who often struggle transitioning to the college environment Across campus SPOT response rates are down since the transition to AMI, this means outlying scores can more easily skew the outcome of an entire course If early semesters as CSULB do not go as planned, students may vent their frustrations in SPOT evaluations
TEACHING CHALLENGES AND SPOT SCORES Scenario: A lecturer faculty member who was still prepping a new class found themselves in the position of having to transition to online/AMI format at the same time. This was an extremely time-consuming task, and the faculty member had to implement assessments they had never used, such as group writing. Some of the faculty member's students that semester were rather challenging, and despite the faculty member's exhaustive efforts, SPOT scores for the class turned out relatively low. Candidates may consider discussing: How was course revamped to support AMI? Restructured? New assignments? New technologies? Provide more holistic accounts of teaching, rather than rely solely on SPOT. Supplemental support: Colleague? Resident expert? Student outcomes? Products from course? Focus on tangible. Paint picture of tasks undertaken forAMI shift, including time spent.
QUESTIONS? EMAIL TASK FORCE CO-CHAIRS: SABRINA.ALIMAHOMED@CSULB.EDU EMILY.BERQUIST@CSULB.EDU JESSICA.RUSSELL@CSULB.EDU NOTE TO FACILITATORS: PLEASE REMEMBER TO TURN OFF RECORDING OF ZOOM SESSION PRIOR TO Q&A SESSION
