Academic Portfolio Evaluation

The Academic Portfolio Evaluation assesses faculty performance across four key standards: Teaching Effectiveness, Research, Service, and Collegiality. The following portfolio items are evaluated by staff, the manager, and a committee, with each item rated on a scale from 1 to 5.

SeqPortfolio Item
Standard I — Teaching Effectiveness
1 Exhibits specialized mastery of the subject matter, bridges course material with contemporary research and emerging trends in the field, and integrates interdisciplinary concepts and real-world applications to provide practical relevance for learners.
2 Prepares clear, measurable learning outcomes and objectives that drive the course.
3 Develops coursebook and materials that provide strategic scaffolding, and shares the coursebook and assessment criteria with students at the start of the semester.
4 Integrates media and technology to deepen learner understanding, using university platforms to enhance the learning experience.
5 Organizes lectures and presentations with a clear structure so they are delivered for significant impact.
6 Develops assessments that are valid, reliable, and accurately measure stated learning outcomes.
7 Adapts delivery to real-time learner cues to foster a learner-centered environment and a supportive climate, attending to student learning and attendance and treating all students equitably.
8 Delivers lectures and activities with pacing and variety that achieve strong student engagement and knowledge retention.
9 Maintains awareness of variables affecting learning — such as learner engagement, task difficulty, time, and technology — and motivates students to make use of university facilities (library, labs, etc.) to maximize learning.
10 Delivers timely, meaningful, and substantive feedback to learners.
11 Actively seeks feedback from students, peers, and supervisors on their teaching.
12 Integrates and evaluates feedback received to refine their professional teaching practice.
Standard II — Research
13 Maintains a high and sustained level of research output that is publishable in peer-reviewed outlets, producing varied types of scholarly and creative work.
14 Publishes research in reputable, peer-reviewed venues appropriate to the discipline, producing work that is sound, valid, and contributory to the field.
15 Achieves recognized impact from their research, evidenced by citations, awards, or other external recognition.
16 Identifies external funding sources such as national, international, and foundation grants, and secures funding that directly supports research and enhances institutional research capacity.
17 Disseminates research findings through conferences, publications, or invited talks.
18 Mentors students in research, including supervising student research or guiding them to publish or present their work.
Standard III — Service
19 Serves at the departmental and institutional levels according to the needs of the department and university, including serving on and chairing committees such as QA, Examination, Accreditation, and governance and administration.
20 Provides regular, high-quality service to the profession through their field of expertise, such as participating in organizations or committees, consulting, and lecturing as a guest.
21 Offers contributions to the community that leverage their professional expertise, such as providing consulting services to a local NGO or giving lectures or speeches to the local community.
Standard IV — Collegiality
22 Communicates respectfully, professionally, and civilly with colleagues and leadership in all formats (meetings, emails, phone calls, informal settings).
23 Addresses conflicts and disagreements directly and constructively, and helps mediate conflicts between colleagues.
24 Proactively volunteers to assist with administrative tasks, equally sharing in job-related responsibilities and departmental workload, including supporting the Head of Department in setting strategy and enhancing quality of work.
25 Proactively offers resources, expertise, and support to colleagues — especially new and junior faculty — assisting them in learning department and university policies and procedures and contributing to their professional growth.
26 Adheres to and champions approved department, college, and university policies, procedures, and decisions — even those personally disagreed with — out of a sense of institutional loyalty, and models the use of appropriate collegial channels, such as committee voting, to propose policy changes.

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