ADVISING and MENTORING 1 3 5 Does Not Meet 2 Meets 4 Exceeds Expectations Partially Meets Expectations Meets Expectations (Unsatisfactory) Expectations (Satisfactory) High Expectations (Exemplary) any of the following Meets any of the Fulfills two or more of Fulfills criteria for Demonstrates “Meets criteria: following criteria: the following, or other Expectations,” plus one exceptional performance benchmarks as defined or more of following: for multiple criteria in #4 Repeatedly refuses Engenders occasional with Department chair: and/or: program invitation to complaints availability Promotes doctoral and/or advise students and/or quality of Appropriately advises masters student Leads or plays major role advisement undergraduate and/or achievement by in program, dept. or school Engenders frequent graduate students on collaborating on scholarly effort to improve quantity courses of study activities with students and quality of advising student complaints about Does not actively engage (e.g., co-authoring papers) through metrics, guidelines availability and/or quality of with advisees regarding or activities for faculty and advisement academic and career goals Actively engages with students on a regular basis advisees regarding Provides opportunities for academic and career goals research or applied training on a regular basis through hosting regular or plays major role in meetings and/or program, dept. or “lab” journal clubs with students effort to provide a Writes recommendations for advisees in pursuit of formal or informal series of sessions on research or positions and/or awards Provides frequent clinical issues, or a feedback on student student research research via individual Chairs master’s thesis, symposium PhD dissertation, and/or mentoring EdD capstone committees Provides frequent feedback to students Serves on master’s thesis regarding clinical or and/or doctoral program education PhD dissertation or EdD experiences via direct capstone committees supervision Mentors doctoral students Promotes undergraduate to meet PhD program student success by goals and milestones providing exemplary mentoring, advising and/or supervising
ADVISING and MENTORING 1 Does Not Meet Expectations (Unsatisfactory) 2 Partially Meets Expectations 3 Meets Expectations (Satisfactory) 4 Meets High Expectations 5 Exceeds Expectations (Exemplary) any of the following criteria: Repeatedly refuses program invitation to advise students Engenders frequent student complaints about availability and/or quality of advisement Meets any of the following criteria: Engenders occasional complaints availability and/or quality of advisement Does not actively engage with advisees regarding academic and career goals on a regular basis Fulfills two or more of the following, or other benchmarks as defined with Department chair: Appropriately advises undergraduate and/or graduate students on courses of study Actively engages with advisees regarding academic and career goals on a regular basis Writes recommendations for advisees in pursuit of positions and/or awards Chairs master’s thesis, PhD dissertation, and/or EdD capstone committees Serves on master’s thesis and/or doctoral program PhD dissertation or EdD capstone committees Mentors doctoral students to meet PhD program goals and milestones Fulfills criteria for “Meets Expectations,” plus one or more of following: Promotes doctoral and/or masters student achievement by collaborating on scholarly activities with students (e.g., co-authoring papers) Provides opportunities for research or applied training through hosting regular “lab” meetings and/or journal clubs with students Provides frequent feedback on student research via individual mentoring Provides frequent feedback to students regarding clinical or education experiences via direct supervision Promotes undergraduate student success by providing exemplary mentoring, advising and/or supervising Demonstrates exceptional performance for multiple criteria in #4 and/or: Leads or plays major role in program, dept. or school effort to improve quantity and quality of advising through metrics, guidelines or activities for faculty and students or plays major role in program, dept. or effort to provide a formal or informal series of sessions on research or clinical issues, or a student research symposium
Performance_Benchmarking_Guide_2012.docx