Unit Evaluation of Professional Education Faculty Performance
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Last modified: October 02, 2011 17:27:43.
Summary: The unit’s systematic and comprehensive evaluation system includes regular and comprehensive reviews of the professional education faculty’s teaching, scholarship, service, collaboration with the professional community, and leadership in the institution and profession.

The Unit expects candidates to complete course/instructor evaluations every semester using an online system as a part of the QU Faculty Performance Review and Development system which focuses on teaching, scholarship, and service. The Unit reviews faculty performance in the three areas annually. Teaching performance is also evaluated by peers through classroom visits (CED Quality Assurance Committee Report).  According to the report 70.60% of faculty surveyed use suitable and varied instructional strategies, 94.10% use suitable communication skills, 82.40% motivate candidates to learn, 82.40% relate knowledge to practical applications and 88.20% use suitable or appropriate technological tools.

Table 1
Faculty Domain-Based Performance Ratings

Domain 2008-2009 2009-2010 Average
Teaching 3.95 4.16 4.05
Scholarship 3.99 4.10 4.05
University and Community Service 4.15 4.46 4.30
Average 4.03 4.24 4.13

*Note 1=Unsatisfactory     2=less than expected     3=Expected     4=More than expected     5=Exceptional 

These two types of evaluations taken together with those performed by the Head of the Department on Faculty Performance and Review are regularly used by the unit to improve professional practice in teaching, scholarship and service. As Table 7 shows, overall faculty performance average, as assessed by the department head, ranges from 4.05 to 4.30 that is more than expected. In addition, candidate ratings of faculty performance were mostly positive. In fact, as Table 7 suggests, student evaluations of CED faculty, during Fall 2009, averaged 87.82.64% that were higher than Qatar University faculty which averaged 83.95%. These data are made available to the dean of the unit via a secure website. Table 2 also from this source, shows how the faculty in the unit compare to the overall ratings of faculty at QU.

Table 2
Student Evaluations of Unit Faculty Compared to QU Faculty (Spring 09)

Statement College QU
Presents the materials clearly & coherently 87.57 84.03
Gives examples to explain complicated concepts 89.55 85.05
Uses various teaching aids that suit the nature of the subject (e.g. transparencies, the computer, illustrations, models, etc.) 87.39 82.67
 Encourages students to participate in various learning activities during lectures 88.66 80.59
 Presents the lecture in an attractive & motivating style of learning 84.08 78.36
 Encourages students to participate, ask questions & express opinions 89.68 84.73
 Encourages students to think rather than accept & memorize information 87.57 82.76
 Directs the students to additional sources information 87.04 79.94
 Uses various assessment techniques (e.g. projects, term papers, tests, assignments, etc.) 90.50 84.20
 Marks tests, term papers, & projects fairly 88.02 85.31
 Gives the students the opportunity to review their results of test, projects & term papers 88.55 86.09
 Treats the students respectfully and indiscriminately 91.20 89.20
 Manages the lecture effectively 87.88 85.30
 Is available in his/her office at the announced office hours to assist students 85.44 84.72
 Abides punctually by the lecture’s beginning & end 87.97 89.26
 Informs students in advance of his/her absence if possible 87.95 85.91
 I would like to take other courses with this teacher if I am allowed to 83.96 78.98
 MEAN 87.82 83.95

Faculty performance is also thoroughly assessed and reviewed regularly by the Department and the unit as a part of the promotion process (Faculty Assessment Form). QU promotion policy expects all faculty members to strive for excellence in teaching, scholarship, and service. During the 2008/2009 academic two faculty members have been promoted to the position of Associate Professor, in the departments of Psychological Sciences and Educational Sciences respectively.