It’s that time of year—the time when faculty members at Waterloo start thinking about writing their annual performance review documents and putting together their files. In this spirit, the FAUW Equity Committee offers twelve tips to help you think about equity as an essential part of this process.
On the first day of performance review season, collaborate with members of your own department to demystify the review process, especially for new faculty members. All APRs are local; what someone does in another department is probably not the same in yours. Consider starting a sharing circle: pool APR reports, with or without the numbers attached, so that you can get a feel for the genre. Pay it forward. Mentor those junior to you.
On the second day of performance review season, focus on your teaching effectiveness in the full knowledge that student questionnaires correlate principally with non-instructional factors (scheduling, student interest in the topic, grade expectations, and the like).
The Ontario Confederation of University Faculty Associations (OCUFA) states unequivocally:
“Using SQCTs [student questionnaires on courses and teaching] for performance evaluation penalizes women, racialized and LGBTQ2S+ faculty, and faculty with disabilities. These faculty are also more likely to be the target of harassment in the anonymous comments sections of the questionnaires. Further, using SQCTs for performance evaluation risks undermining effective teaching and intellectual diversity.”
To cite this report in your own performance review documentation:
Ontario Confederation of University Faculty Associations. “Report of the OCUFA Student Questionnaires on Courses and Teaching Working Group.” February 2019. https://ocufa.on.ca/assets/OCUFA-SQCT-Report.pdf
On the third day of performance review season, start a broader discussion at the department level. Every department has guiding documents that outline how to evaluate performance. Share the recent arbitration ruling at Ryerson University (Ryerson University v. The Ryerson Faculty Association, 2018) that student evaluations of teaching via course questionnaires are valuable instruments for “captur[ing] student experience” but cannot be “used to measure teaching effectiveness for promotion or tenure.”
Or talk about how the Department of Psychology at Waterloo decided not to use student evaluations of teaching in their review process, citing the bias inherent in these evaluations. This effort was rejected at the decanal level, but maybe we just need more departments to take a principled stand. Consider citing the OCUFA document (see: day two) in your department’s review documentation. Ask what other sources of bias might exist in your department’s process.
On the fourth day of performance review season, your department gets a special gift: a junior faculty member on the performance review committee! Rotating junior members of the department onto the committee is important because it will pull back the curtain for these colleagues, but also because it can be unfair to junior faculty members to be evaluated only by senior colleagues. The Memorandum of Agreement (MoA) between FAUW and the University delineates that there must be five members to assist the Chair on this committee (see section 13.5.6), but does not specify rank or other details about these members.Continue reading “The Twelve Days of Performance Review”