Additional examples of assignment activities that could become part of the faculty evaluation system are listed in Table I. One logical starting point would be to begin with the activities listed as examples and allow the faculty to add or delete items. Identify key activities to be evaluated . After the set of possible activities has been identified, the next step is to develop a process that leads to the description of those key activities that will actually be included within the evaluation system. A given academic unit might accept only one-third of the items listed in this set. In contrast, another unit might decide to adopt the entire set listed because they feel these activities are representative of their collective interests.
Determine weight ranges for each performance dimension .
Minimum and maximum weights for each dimension are first determined at the unit level and then negotiated to ensure that they support the mission of the college and university. For example, a unit may hold the expectation that all faculty should carry on an active program of research or creative activity, but, at the same time, recognize that faculty assignments will vary as to emphasis between teaching, research and service. This would then be reflected in a weighted range of values for evaluation purposes, consistent with promotion and tenure guidelines of the unit and college. Different units may have different minimum and maximum ranges for each major dimension. Any unit may have individual faculty negotiate specific weights consistent with unit goals and individual needs.