Professor+&+Staff+Assessment

=**Rationale**=
 * [|Audio Recording]**

[|Dan Fetterman Video]

Ongoing faculty learning is foundational to Graduate Studies and to the assessment of a quality program.

Faculty Performance Planning, which includes learning planning and goal setting, are important means by which to measure growth, and that growth begins with the individual.

Ongoing faculty learning should support the proposed [|vision and mandate of the University of Ontario Institute of Technology]. It should also support the [|University's Strategic Priorities].

The attached Faculty Performance Plan includes imbedded links to each of the University's stakeholders with room for student input gathered through surveys.

It also includes relevant links to readings and self-assessment tools; they are also listed below the faculty performance plan.



[|UOIT VISION, PROPOSED MANDATE STATEMENT] [|AND PRIORITY OBJECTIVES]

[|UNIVERSITY FACULTY COMPETENCIES]

[|CRITICALLY REFLECTIVE PRACTICE]

[|EMPOWERMENT EVALUATION]

[|ACCOUNTABILITY, IMPROVEMENT AND EVIDENCE]

[|COMMUNITY KNOWEDGE AND OWNERSHIP]

SOCIAL JUSTICE

[|INCLUSION THROUGH DEMOCRATIC PROCESS]

[|CAPACITY BUILDING THROUGH ORGANIZATIONAL LEARNING]

**References**
Anderson, G. (2006) 'Assuring Quality/Resisting Quality Assurance: Academics' responses to 'quality' in some Australian universities', Quality in Higher Education, 12: 2, 161 — 173

Anderson, T. (2008) – Chapter 2 Towards a theory of online learning []

Fetterman, D. (1994) Empowerment Evaluation, American Journal of Evaluation, 15:1 DOI: 10.1177/109821409401500101