FEP 2015: Self-Examination of Three Required Areas & Two Elected Areas
It’s FEP time again. Every 3 years and 2014-2015 is my turn again. For my FEP this year I chose to use a portfolio again as means of assessment for each of the “REQUIRED,” “ELECTIVE,” and “RELATED” areas that are evaluated. My professional blog: Freshmancomp.com serves as my portfolio and links to all the relevant parts are listed below in the FEP description. Enjoy.
To complete an FEP each faculty member must engage in a self-examination of “THREE REQUIRED AREAS”:
- TEACHING (OR OTHER PRIMARY DUTIES). For example, instructional or service delivery, content expertise, classroom or program management, instruction/program design. This year as faculty director of the CTLE, I decided to focus on service delivery.
- COURSE OR PROGRAM DEVELOPMENT/REVISION. For example, a review of syllabi, tests, and course or program content, including competencies and objectives. I decided to design of a new online OER course for ENH114, African American Literature.
- GOVERNANCE AND/OR COMMITTEE PARTICIPATION AT THE COLLEGE AND/OR DISTRICT LEVELS. I serve on the eCourse Committee, Technology Alliance Committee and the CTLE Advisory Committee on campus. I serve on a district committee for OER, Maricopa Millions.
In addition to an assessment of these “3 REQUIRED AREAS” (RFP Section 18.104.22.168.) , “AT LEAST TWO ELECTED AREAS” (RFP Section 22.214.171.124.), and other “RELATED AREAS” (REP Section 126.96.36.199.) may also be selected by the faculty member to review, in order to bring into better focus their full professional involvements at the college or within the District. Examples include program coordination, research projects, department/division chair responsibilities, student activities-advising/mentoring, professional involvement in the community, professional growth, involvement/projects, professional interaction with colleagues, etc.
- AT LEAST TWO ELECTED AREAS:
- RELATED AREAS:
As a means of designing an FEP that is flexible enough to respect the broad diversity of the faculty role, a faculty member developing and implementing the plan should select ways of examining his/her performance that will most effectively describe his/her: current performance, future goals and actions needed to achieve them, accomplishments in the professional areas to be examined, etc. These may include different means of assessment for each of the“REQUIRED,” “ELECTIVE,” and “RELATED” areas that are evaluated. Examples of different means include checklists, observations, student evaluation instruments (which can be customized), student skill inventories, video assessments, portfolios, written summaries, conferences, etc.