2007-2008
FACULTY SENATE
The sixth
regular meeting of the 2007/2008
Tuesday, February 19, 2008, at 2:10
p.m. in the
AGENDA
I. Call to Order
II. Approval of Minutes
January
29, 2008
III. Special Order of the Day
A. Roll Call
Report on Faculty
Employment, to include a longitudinal profile of faculty tenure status and
tenure status of permanent and temporary faculty (by unit). Link to Report
of the Task Force on Fixed-Term Appointments (9-06)
D.
Phyllis Horns, Interim Vice Chancellor for Health
Sciences
E.
Dorothy Muller, Interim Director of the Center for
Faculty Excellence
Early
College High School at East Carolina
F. Mark
Taggart, Chair of the Faculty
G. Election of Faculty Officers Nominating
Committee
According to ECU Faculty Manual, Appendix A, Section
VIII.
IV. Unfinished Business
V. Report of Committees
A. Educational Policies and Planning Committee,
Dale Knickerbocker
1. Department of Economics’ request for intent to plan a Ph.D. program.
2. Department of
History’s request to add a new concentration in Atlantic World history
to the department’s MA in History.
3. Department of Geography’s request to add a
Graduate Certificate in Geographic Information Science and Technology.
B. Unit Code Screening Committee, Garris
Conner
1. Proposed revised Discussion postponed on this unit code until March 2008.
2. Proposed revised Department of Psychology’s
Unit Code of Operation. Discussion postponed on this unit code until March 2008.
3.
Proposed revised Health
Sciences Library’s Unit Code of Operation.
Curriculum matters contained in
the minutes of the January
24, 2008, Committee meeting.
VI. New Business
Resolution
on the Student Opinion of Instruction Survey (SOIS), Ken Wilson (attached)
February
19, 2008
Attachment 1.
RESOLUTION ON STUDENT OPINION OF INSTRUCTION SURVEY
Because of a series of
transitional problems, the
that the Student
Opinion of Instruction Survey (SOIS) results for Fall 2007
are flawed
and should not be used for any purpose.
Principles to Guide the Use of the Student Opinion
Data
(
Principle
1: That student opinion of instruction be only one of the ways to evaluate teaching. Unit heads, and others who evaluate
teaching, should seek additional ways such as peer reviews, reviews of course
syllabi, and other methods depending upon their particular needs and
interests.
Principle 2: Faculty in all eligible courses will allow time for student
evaluation forms to be distributed and collected by a student enrolled in the
class. This is necessary in order to ensure completeness and reliability of
data. Units would be free, of course, to develop other instruments for
use in addition to the Teaching Effectiveness Committee form and, in accord
with Appendix C, to use only data from those other instruments.
Principle
3: That the
approved form be administered every semester.
Principle
4: That
data from the approved form be processed in such a way that both individual
faculty and unit heads know the following:
a. the mean, median, and standard
deviation for items 1 through 23 for each
course.
b. A frequency distribution of the
responses to each of the 27 items.
c. A summed score for items 1
through 16, a measure of teaching effectiveness. In addition, unit and
institutional means, medians and standard deviations of the effectiveness score
will be included for all courses of the same level taught at the university
that semester. For example, statistics will be provided for all
1000-level courses if the course evaluated is a 1000-level course, for all
2000-level courses if the course evaluated is a 2000-level course, and so on up
to all 6000-level courses if the course evaluated is a 6000-level course.
d. A summed score for items 17 and
18, a measure of course difficulty. In addition, unit and institutional
means, medians and standard deviations of the difficulty score will be included
for all courses of the same level taught at the university that semester.
For example, statistics will be provided for all 1000-level courses if the
course evaluated is a 1000-level course, for all 2000-level courses if the
course evaluated is a 2000-level course, and so on up to all 6000-level courses
if the course evaluated is a 6000-level course.
Principle
5: That
any analyses of student opinion pay attention only to data that indicate a
statistically high or statistically low performance when compared to the
standards.
Principle
6: That,
except in the case of new faculty, administrative evaluations be based not on
course-by-course or semester-by semester data but on patterns established over
the past several semesters in all courses taught by a faculty member.