FORM 1
Page 1 of 3
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Annual Personal Assessment Report
To be submitted by each faculty member and include areas of instructional service,
institutional/community service and professional development since the last presentation
of this information. Information that is submitted on this form is the primary source of data
upon which the evaluation will be based. It is to the advantage of the evaluee to
thoroughly and carefully assess his activities. Documentation may be attached to this
form.
Name:
I.
Division: LIB ARTS
Rank: Instructor
Date: 12/15/2008
Instructional Service
The following activities are submitted as evidence of instructional service.
(Use reverse side of paper if necessary.)
When appropriate, teaching faculty may indicate courses taught, the preparation of teaching
materials, evaluation of students, individual contacts with students, review of teaching materials,
equipment purchase and maintenance, and other activities of instructional service.
When appropriate, student development faculty may indicate individual and/or group student
development performance, advisement/informational skills and knowledge, consultative function with
faculty and peers, appraisal of students, and other activities of instructional service.
When appropriate, LRC faculty may indicate performance on their individual function, consultative
function with students, faculty, and other patrons, applications of skills and knowledge, effectiveness
with other LRC staff, and other activities of instructional service.
______________________________________________________________________________________
COURSES TAUGHT: FALL 2008
Art 133/Non-Western Art
Art 130/History of Art I
Art 105/Introduction to Art
section 001
sections 001 & 002
sections 001 & 002
(3 credit hours)
(6 credit hours)
(6 credit hours)
Total: 15 credit hours
ART 133/NON-WESTERN ART: This course covers visual art outside of the traditional Western canon,
encompassing the art of China, Japan, Korea, India, Africa, Oceania, Native North America, and
Pre-Columbian Meso and South America. Since many of my students are not familiar with NonWestern culture, religion, or art before the course, I take care at the start of every new "section" to
provide major religious and/or cultural background that will be relevant to the course discussion. I
also assign a number of short personal response papers throughout the semester meant to foster
critical thinking skills as well as dispell any tendency towards ethnocentric thinking.
Course material is generally delivered through reading assignments and image based slide lectures that
incorporate a small amount of text, including artist, title, date, and terms that students might not be familiar
with. As I feel it is important to view art objects in person when possible, I require students to make a trip to
the Non-Western galleries of either the Art Institute of Chicago or the Field Museum. Here, students select
an object that interests them to investigate further in a research paper. Students are asked to research the
following: cultural context/purpose, subject matter and symbolism (if any), style, and before and after
personal reaction (again, to hopefully foster an attitude of cultural relativism). To engage students and
prepare them for the tests, the class will sometimes be broken into smaller groups to compare and contrast
different works, revealing similarities and differences between cultures and artworks. The smaller groups
then share their results with the rest of class. I end each chapter's discussion with a short section on relevant
contemporary artists, which shows the students the relationship between the traditional arts of a particular
culture and the present. Sometimes, when time permits, a short, 15 minute video or video clip will be shown
if it enhances the course material.
ART 130/HISTORY OF ART I: This course covers the history of art starting with the Prehistoric Era and
continuing through the Late Medieval period. Material is introduced through image-based
PowerPoint presentations containing short amounts of text and required reading assignments.
Although lecture is the primary mode of instruction, class discussion and participation is a vital part of
the classroom experience. Students are regularly asked their opinions regarding the course
material, and they thus feel free to ask questions or share their ideas with the class as well. This
engages the students and keeps the material from being "dry." Evaluation methods include tests
and a formal analysis paper based on a museum visit. Students select an artwork of their choice
that corresponds to the course material and analyze it according to its visual elements. In doing so,
not only do they familiarize themselves with Chicago's great art museums and get the chance to view
ancient or medieval works of art in person, but they also learn how to look at, think about, and talk
about art, which is a vital skill for these students as many of them are art majors. For the same
reason, I took one section of this class to a talk by visiting artist Thomas Lendvai so that they could
hear a professional artist speak about his own work.
ART 105/INTRODUCTION TO ART: This class is primarily meant to familiarize non-art majors with art,
increasing their familiarity with and appreciation of art, as well as developing their visual literacy skills,
which are often not taught in high school or in other college classes. In addition, through the analysis
of style and content and text and subtext, students increase their critical thinking and communication
skills. Since these students typically have no background in art or art history, examples from all time
periods, media, and cultures are brought in as examples. Although much of the course delivery
takes place through image based slide lectures and reading assignments, other, more studentcentered methodologies are also utilized. Students are asked to put together group presentations on
the work of art of their choice, investigating it from multiple angles. They are also asked to create a
visual project, in their own choice of medium, based on an artist, piece, style, or technique discussed
in class. The students write an artist's statement about their artwork and present it to the class in a
short in-class presentation. In addition, they are required to make a museum visit (many of them
have never been to an art museum before!) and write a formal analysis paper on the style of a piece
of their choosing, based on the formal elements and principles of design discussed in class. Thus,
students do not merely "spit back" definitions, but learn to use the terms introduced in class to
describe and analyze what they see and to draw conclusions about how artists' use of style
communicates ideas. These projects are in addition to the more traditional quizzes and final exam.
OFFICE HOURS/MENTORING: I offer 10 office hours per week, Monday - Thurday, but I am usually in my
office outside of traditional office hours as well. Students come to my office to discuss material they
have questions about, to "catch up" on assignments and handouts missed due to an absense, to
make up quizzes or tests (with permission), to ask questions about assignments, and to chit-chat. In
one instance, I have looked over a student's photography portfolio, as he is interested in minoring in
photography at the University of Illinois.
OTHER TEACHING-RELATED ACTIVITIES:
- Revised PowerPoints and delivery of course material ito reflect the use of a new (to me) Art 105 textbook
and a new edition of the Art 130 textbook
- Created a number of new tests, assignments, study guides and handouts; revised others
- Created Blackboard shells for my courses and learned to post PowerPoint presentations and assignments
- Put course materials on reserve in the library
- Wrote a letter of recommendation to the Honors Program regarding an outstanding student
- Created midterm "grade-to-date" slips in all my courses to appraise students of their progress
- Collected (with permission) exceptional student papers as examples to use in the future
- Proctored make up tests outside of regular class meetings
- Worked with Access and Disabilities Services regarding students with documented disabilities
REVIEW OF INSTRUCTIONAL MATERIALS AND LEARNING RESOURCES:
- Ordered a number of books to increase the library's art holdings, including Mama Wata: Arts for Water
Spirits in Africa and its Diasporas, Benin: Kings and Rituals, and others
- Met with Clay Johnson, Acquisitions Editor, and Paul Gormley, Senior Managing Editor from Kendall/Hunt
Publishing, along with Stephany Rimland, Art History Instructor, to discuss the possibilty of writing
and publishing a specially tailored textbook or workbook for Art 105 (11/18/08)
FORM 1
Page 2 of 3
II.
Institutional Service/Community Service
The following activities are submitted as evidence of institutional/community service.
When appropriate, teaching faculty, student development faculty, and LRC faculty may indicate
college-related activities including institutional and divisional committee work; presentations to
interested community groups in behalf of your profession, the college, or both your profession and
the college; involvement in community projects which relate to the college; special contributions
involving your professional competency; leadership to community groups.
DEPARTMENTAL ACTIVITY:
- Orientation Week Art Department Meeting (08/20/08)
- Viewed all departmental art exhibits: "Doug Fogelson: Studies," "Thomas Lendvai," "Special Projects," and
"25th Anniversary Regional High School Art Show"
- Visiting artist Doug Fogelson artist talk and reception (09/17/08)
- Joined Art Department in taking artist Doug Fogelson to dinner (09/17/08)
- Attended visiting artist Thomas Lendvai lecture and reception (10/09/08)
- Attended Sam Rosby's AFTER SOFA PARTY, extracurricular event in which students and faculty were
present (11/07/08)
- Helped jury "Best in Show" from the "25th anniversary Regional High School Art Show"
INSTITUTIONAL ACTIVITY:
- Completed New Client Orientation, Employee Technikcal Skills Training Seminar (08/18/08)
- Benefits and Policies Session for New Full-Time Faculty, facilitated by Angela Bowling and Lisa Helwink,
HR/Diversity and Organizational Development (08/18/08)
- Orientation Week All Campus Meeting (08/19/08)
- New Full-Time Faculty and Mentor Luncheon (08/19/08)
- New Full-Time Faculty and Mentor Workship (08/19/08)
- Orientation Week Division Meeting (08/20/08)
- New Faculty Luncheon with the Faculty Senate (08/20/08)
- Orientation Week Meeting of the Faculty with the Vice President for Academic Affairs (08/21/08)
- Orientation Week Full-time Faculty Meeting (08/21/08)
- Orientation Week Non-Tenured Faculty and Mentor Barbeque (08/21/08)
- Met with Dennis Weeks, Dean of Liberal Arts, to discuss possibility of creating and teaching an
online/blended section of Art 105 for Fast Track delivery (9/30/08)
- Was added by Erin Holmes of the Media Relations Department to Harper College's Expert List (10/02/08)
- Attended Referendum Kick Off at the Alumni Club (10/22/08)
- Attended Dr. Breuder's all employee meetings (10/16/08 and 11/10/08)
- Honors Committee meeting (10/17/08)
- Meeting with Ken Dahlberg, Department Chair, and Nancy Wajler, Special Assistant to the Vice President of
Academic Affairs for Adult Learning, about the possibility of offering Art 105 as a Fast Track Course
(10/29/08)
- Met with Kim Dell'Angela, Associate Dean of Wellness, Director, Health and Psychological Services
regarding the services and resources offered students and faculty (11/10/08)
- Administered California Critical Thinking Skills Test to my Art 133/Non-Western art class to assist the
General Education Assessment Committee in measing critical thinking outcomes at Harper College
- Faculty Senate Meeting (11/13/08)
- Student Life Committee Meeting (12/05/08)
- Faculty Senate Holiday Lunch (12/12/08)
- Lunches with my mentor throughout the semester
COMMUNITY SERVICE:
- Member of National Public Radio (NPR)
FORM 1
Page 3 of 3
III.
Professional Development
A.
Graduate school courses taken (submit transcript by September 15 of each year):
Course
B.
Hours
College or University
Aside from graduate course work, the following activities are submitted as
evidence of professional development.
When appropriate, list conferences, seminars, workshops, and professional meetings
attended, significant business, professional or industrial experience, in service work, visits to
other institutions, publications, presentations to professional societies, activities in
professional organizations, awards of recognition and other services to your profession.
______________________________________________________________________________________
NEW FACULTY COURSE:
- 0 session during Orientation Week (08/18/08)
- Attended all sessions and completed all homework assignments (9/05/08 - 12/12/08)
CONTINUTING EDUCATION COURSES:
- Fast Track New Course - Faculty Training LFD 0341 Section 002 (10/30/08 - 12/12/08)
.03 CEU's
1.2 CEU's
PDU's:
- Researched and presented "International Women in the Arts" talk during International Education Week
(11/20/08 - number of PDU's TBD)
LECTURES ATTENDED:
- International Education Week presentation: "An Encounter with the Incan Empire" by Pay Hamlen
(11/17/08)
- "Robert Storr on Jenny Holzer’s Redaction Paintings" at the Museum of Contemporary Art (12/06/08)
EXHIBITIONS ATTENDED:
- 38th Annual Pilsen East Artist's Open House (09/27/08)
- Screening and Discussion of Pull My Daisy by Robert Frank, part of Columbia College's "and the Beats go
on…" (10/09/08)
- "On the Road; Dave Anderson: Rough Beauty; Farm Security Administration: Dorothea Lange," at the
Museum of Contemporary Photography (11/01/08)
- Jenny Holzer "Protect Protect" at the Museum of Contemporary Art (11/01/08)
2/10/94
- "Catastrophe! The Looting of Baghdad's Past" and viewing of the permanent collection at the Oriental
Institute (11/01/08)
ART-RELATED CULTURAL EVENTS:
- "Soiree Dada: Schmuckt der Hallen", DCA Theater (12/12/08)
ACADEMIC JOURNALS/PERIODICALS:
- Art Journal
- Art Bulletin
- Art in America
- ARTnews
- Sculpture (departmental subscription)
MEMBERSHIPS:
- College Art Association (CAA)
- Art Institute of Chicago
- Oriental Institute
Signature
2/10/94
Print Name
Date
FORM 2A
(Teaching Faculty)
Page 1 of 3
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Peer Committee Evaluation
Evaluee:
Division: Select
Date:
The following rationale is submitted as support for the rating given for each of the areas of
evaluation.
I.
Instruction
At least the following items are to be taken into consideration, when appropriate, to support the
rating: performance in classroom, preparation of teaching materials, evaluation of students,
individual contact with students, review of teaching materials, equipment purchase and maintenance.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
FORM 2A
(Teaching Faculty)
Page 2 of 3
Peer Committee Evaluation
II.
Institutional Service/Community Service
At least the following items are to be taken into consideration to support the rating: divisional and
departmental planning, institutional committee work, direct representation of Harper at public affairs
on or off campus, professional service to public and/or private sectors of community, leadership to
community groups.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
FORM 2A
(Teaching Faculty)
Page 3 of 3
Peer Committee Evaluation
III.
Professional Growth
At least the following items are to be taken into consideration to support the rating: courses taken, professional
meetings attended, membership and offices held in professional organizations, presentations at conferences,
and publications.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
Read and reviewed by:
Chairman, Peer Committee: ________________________________________ Date:_________
Signature
Print Name
Peer: _______________________________________
Signature
Peer: _______________________________________
Signature
Date:_________
Print Name
Date:_________
Print Name
Copy received: ________________________________________ Date:_________
Signature
Evaluee Comments
2/10/94
Print Name
(Signature does not imply concurrence by Evaluee)
FORM 3A
(Teaching Faculty)
Page 1 of 3
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Division Dean or Supervisor Evaluation
Evaluee:
Division: Select
Date:
The following rationale is submitted as support for the rating given for each of the areas of
evaluation.
I.
Instruction
At least the following items are to be taken into consideration, when appropriate, to support the rating:
performance in the classroom, preparation of teaching materials, evaluation of students, individual contact with
students, review of teaching materials, equipment purchase and maintenance.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
FORM 3A
(Teaching Faculty)
Page 2 of 3
Division Dean or Supervisor Evaluation
II.
Institutional Service/Community Service
At least the following items are to be taken into consideration to support the rating: divisional and departmental
planning, institutional committee work, direct representation of Harper at public affairs on or off campus,
professional service to public and/or private sectors of the community, leadership to community groups.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
Form 3A
(Teaching Faculty)
Page 3 of 3
Division Dean or Supervisor Evaluation
III.
Professional Growth
At least the following items are to be taken into consideration to support the rating: courses taken, professional
meetings attended, membership and offices held in professional organizations, presentations at conferences,
and publications.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
Division Dean/Supervisor: _________________________________________
Signature
Copy received: _________________________________________
Signature
Evaluee Comments:
2/10/94
Date:_________
Print Name
Print Name
(Signature does not imply concurrence by Evaluee)
Date:_________
FORM 2X
NON-TENURED FACULTY EVALUATION PROCEDURE
Evaluation of Non-Tenured Teaching Effectiveness or "Job Performance"-- (for non-tenured faculty)
Select
Name of Evaluee
Division
Course/Section or Position
1.
Method of evaluation:
2.
Summary of teaching effectiveness or "Job Performance"-- (for non-tenured faculty)
Consider content mastery, student participation, classroom management, etc.
3.
Comments and suggestions for development:
Signature of Peer Committee Chair
Print Name
Date
Signature of Peer
Print Name
Date
Signature of Peer
Print Name
Date
Signature of Evaluee
Print Name
Date
Revised Nov 2002
Revised Spring 1996
Effective Fall 1997
FORM 4
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Coordination Evaluation
Coordinator’s Name:
Date:
The following rationale is submitted as support for the rating given. The job description of the
coordinator is to be taken into consideration when making the evaluation.
Rating Levels: Satisfactory/Unsatisfactory
Rating: Select
Read and reviewed by:
Division Dean: ________________________________________________
Signature
Copy received: ________________________________________________
Signature
Comments:
2/10/94
Date:___________
Print Name
Print Name
(Signature does not imply concurrence by Evaluee)
Date:___________
FORM 6
HARPER COLLEGE FACULTY EVALUATION SYSTEM
Summary Evaluation Grid
Instruction/
Coordination
Institutional Service/
Community Service
Professional
Growth
Select
Select
Select
Select
Select
Select
Peers
Division Dean/
Supervisor
****************************************************************************************************************
Evaluee:
Division: Select
Date:
Read and Reviewed by:
Chairman, Peer Committee: _______________________________________
Signature
Division Dean/ Supervisor: _______________________________________
Signature
Date:_________
Print Name
Evaluee: _______________________________________
Signature
Date:_________
Print Name
Date:_________
Print Name
EVALUEE COMMENTS:
If there is a disagreement, the parties signing Form 6 (evaluee, chairman of the Peer Committee, and the Division
Dean/Supervisor) may have a meeting with the appropriate dean to discuss the differences. A memorandum of the
outcomes of this meeting must be sent to the appropriate vice president from the dean. The individuals attending the
meeting must receive carbons of the memorandum sent to the vice president.
Rating Levels:
Satisfactory - S
Unsatisfactory - U
Note: Division Dean must indicate both instruction and coordination evaluation for the program
coordinators.
2/10/94