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Faculty Personnel Committee


  • It shall advise the provost and dean of the college and the president of the college on the following personnel matters regarding faculty: authorization for recruitment, term appointments, promotion, tenure, salary, sabbatical and other leaves, reduced teaching loads, continuation of appointments beyond normal retirement, early retirement, and assignment of faculty to administrative duties. Candidates for initial appointment at the associate professor and professor levels shall be interviewed by the committee. 
  • To ensure faculty participation in the selection of major administrators, when duly constituted search committees including faculty members have not participated in the selection process, the committee shall offer advice to the president, or to the Board of Trustees in case the selection is of a president. 
  • It shall advise regarding appointment of department chairs and coordinators, and on all nominations for national fellowships or awards. 
  • It shall advise on other personnel matters which the president or provost and dean may choose to present to the committee.



Recommendations for Peer Teaching Observations in a Remote Setting

  1. During a typical semester with in-person instruction, peer observations of teaching are completed by colleagues who attend  a class to observe the teaching of the colleague under review. Under the circumstances this fall, observing a synchronous class session may or may not be the best option, depending on the situation. While the peer observation letter should always encompass more than just what occurs in the classroom (e.g., syllabus review, appropriateness of learning goals and content), FPC is cognizant that it may be more important than ever to include a holistic picture of the course. In particular, the committee aims to avoid situations in which technological mishaps distracts from pedagogical competence. In some instances, viewing a discussion board or other pedagogical tool may be an appropriate indicator of that faculty member’s effectiveness at teaching. FPC supports the notion that, beyond a review of the overall course plan in the syllabus, the faculty under review and their observers should have the flexibility to choose what else will be observed (from this list that is not exhaustive):
    1. a tour of the course Moodle site,
    2. a synchronous Zoom session,
    3. discussion boards,
    4. various screencasts,
    5. audio/visual feedback to students,
    6. instructional videos posted by faculty,
  2. FPC affirms that the faculty member under review and the observer should have the flexibility to together work out the logistics of the teaching observation, in advance, rather than attempting to conform to a one-size-fits-all model. Observing a synchronous Zoom class is only one possibility. Another possibility would be for the faculty member and observer to meet via Zoom and, using the “share screen” feature, together explore a course Moodle site or a discussion board. Alternatively, the faculty member can enroll the observers in a Moodle course so they can review screencasts, assignments, and/or forums used for the course. (Ideally, the observer would be enrolled as a “student” so as not to allow access to the gradebook.)