Humanities Department Requirements for
Faculty Annual Reports (FAR)
There are multiple purposes in the FAR. Besides the annual evaluation process, it
also helps faculty build their case/dossier toward promotion. Faculty expecting to
seek promotion should in general put more effort and content into their FAR, as it
will help them in the long run by providing them more details for their promotion
dossiers.
General Tips
Try using Word to write entries. The interface for entering material is poor. When
you wish to create lengthier entries, such as reflective entries concerning your
teaching, type the entry into Word and then copy and paste it into the appropriate
FAR text box.
Use descriptive file names that include your name in the file names. I have to
download a lot of files as part of the FAR process. It is hard to find a particular
faculty member’s file if everyone has generic file names like
“Student_Evaluations.docx”. A better file name would be “Jones_Evaluations.docx.”
Include summaries in the comments for each section. It helps in each section to
give a brief summary of the contents—this makes it much easier for the evaluator to
get a big picture sense of what you did. For example, “I taught 6 classes this year and
supervised 2 internships. Two of the courses were brand new courses to the
campus, and 2 others were heavily revised.”
Teaching Section
In the FAR, please provide at least a paragraph of narrative to reflect on each
course, what you changed/did, how it worked, what you will do differently
next time, etc. This is also where you discuss your teaching evaluation data
and comments. If you would rather write this up as a teaching narrative put
them into one document that discusses all of your courses, that is fine. Some
courses may require more discussion than others. For example, a class you
have taught many times and is working well may not require much
discussion. A class you have significantly revised or had significant problems
will likely involve more discussion.
In general, these will average less than one page of discussion per class.
These narratives are part of how your teaching is evaluated, as they show not
only what you are doing in your classes but the thought processes behind
these choices.
When discussing your teaching evaluations, you might want to know the
following. In general, for questions where a 1 is the best answer, Humanities
faculty usually receive scores between 1.0 and 2.0. Scores higher than 2.5 are
rare.
Files for Documentation (attached under Supplementary Comments
tab)
 Include Teaching Evaluation summary sheets of numbers. Have all
evaluation summary sheets in one file, turned the right way.
 Include student comments for each course—combine these into one
document for the whole calendar year. This may be the same
document that contained the evaluation sheets.
 Include at least one syllabus for each semester
 Include anything else you feel appropriate
Research Section
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In the FAR, list each research/creative project you are working, with
sufficient additional information.
If publication is accepted/published/exhibited, include information about
what year you will be claiming it in.
Files for Documentation (attached under Supplementary Comments
tab)
Include copies of published articles and acceptance letters.
Service Section
In the FAR, besides listing service, feel free to provide additional details
concerning what the service involved.
Files for Documentation (attached under Supplementary Comments
tab)
Include anything appropriate, if you have anything.
Other Documents
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Everyone should include an updated CV. This is used for various things by
the department.
Tenure track and tenured faculty should include a completed “Capacity
Model” form. A copy of this form is located at:
http://www.iuk.edu/academics/majors/humanities-and-socialsciences/assets/docs/capacity_model.docx
What you are doing in your classes to promote diversity should be discussed
under Improving Instruction under Teaching Activities.
Updated 01/07/2014