Faculty Evaluation



Faculty Evaluation

At St. Catherine University faculty evaluation emanates from the mission and vision of the University. The purpose of evaluation is to recognize faculty accomplishments and encourage continued faculty growth and development while enhancing and advancing the institution as a whole.

This emphasis on both the individual and institution promotes excellence. As a comprehensive institution, St. Kate’s has created a process that is appropriately broad to honor the diverse work and training of the faculty. Faculty evaluation at St. Catherine University is guided by four particular goals:

  • To foster quality teaching that supports the University mission
  • To foster scholarship and professional accomplishment of all faculty members
  • To foster engagement of faculty members in service and leadership within the University, their profession and community
  • To establish a base for equitable personnel decisions including contracts, promotion and tenure.

In order to accomplish these goals, the evaluation system is designed to provide a comprehensive institutional review of faculty members that is efficient, fair and rigorous. This evaluation system directly supports our work of educating students to lead and influence.

The evaluation process includes quality of teaching, scholarship and professional accomplishment, and service and leadership, with the greatest emphasis placed on the quality of teaching. This process allows for broad input and may include students, peers, program directors, department chairs, members of the administration, outside evaluators, and the University Faculty Evaluation, Promotion, and Tenure (UFEPT).

Each department/program provides a context for evaluation of an individual faculty member’s teaching, scholarship and professional accomplishment, and service and leadership. Rather than mandating that particular activities fall within teaching, scholarship and professional accomplishment, or service and leadership, the faculty recognize that a single activity might be characterized in multiple categories, depending upon the context.