Suggestions for the Faculty Goals Form
This document provides a template for developing and documenting objectives, based on criteria
for tenure found in the faculty handbook. The actual sheet that individual faculty members should
use is at the end of this document. We offer the following suggestions and recommendations:
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Quantity vs. Quality: Although it is appropriate to have goals in each area, having a
lot of little goals is probably not as effective as a few significant goals that can make
an obvious difference. At the very least, there is a balance so that one person who
has a few significant goals that require stretching in an area is no worse off than
someone who has a lot of little, easily achieved goals.
Measurability: Make every attempt to state goals where one can determine whether
or not the goal is achieved at the end of the academic year. If working on a long-term
goal that will take several years, rather than saying “I will continue to work on longterm goal X” say, instead, “I will continue to forward X by doing Y this year.”
Achievability: Rather than say, “I will try to bring about X” where X depends on others
and may not be achieved because others do not cooperate, say “I will try to bring
about X by doing Y” where Y is your part. For example, rather than say “I will try to
improve classroom experiences by getting equipment grant X” say something like “I
will prepare and submit a strong application for equipment grant X in an effort to
improve the classroom experiences of our students.” Thus, the purpose of the goal is
clearly expressed but achievement of the goal depends only upon the faculty
member.
Language: State goals in “performance” verbs such as adopt, develop, review, refine,
improve, monitor, facilitate, assess, track, showcase, evaluate, conduct, share, and
advance.
After completing the Faculty Goals Form, the faculty member meets with his/her
department chair to discuss the appropriateness of the stated goals.
Faculty Goals Forms reviewed by the department chair are due in the Office of
Academic Affairs by May 31 of each year along with faculty self-evaluations. This
allows for teaching evaluations from the spring semester to be included which may
significantly impact goals for the next academic year.
For faculty that are teaching May Term, the due date will be extended until one week
after the end of May Term to allow them to concentrate on their teaching and then
complete their self-evaluation and goals sheet.
Faculty Goals Form may be amended in September. This is intended for exceptional
situations that necessitate a change because of circumstances beyond the control of
the faculty member. For example, someone in the department resigns over the
summer or a grant opportunity becomes available that did not exist in May.
Faculty Goals Form
This document provides a template for developing and documenting objectives, based on criteria
for tenure found in the faculty handbook.
Fulfillment of teaching at a
high level
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Fulfillment of advising and
other responsibilities to
students
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Continued professional
development
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Fulfillment of obligations to
faculty and college
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Service to community, local
and beyond
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Other
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