Additional Guidance for Annual Reviews
Writing a Covid Impact Statement
Understanding and Creating a COVID-19 Impact Statement offers a broad overview of COVID-19 Impact Statements, the rationale, and some framing questions for faculty to consider as they write or interpret these statements. (PDF)
How to Write a COVID-19 Impact Statement in One Hour is a practical guidance tool that faculty could use to actually write such a statement, and provides a table of the sorts of impacts they might choose to document. While faculty are encouraged to block off a concrete amount of time for this statement to avoid overwork, an hour is likely shorter than some (and longer than others) will need for this documentation work. (PDF)
Workshop: “Preparing for Reviews in Light of Covid-19 Impacts Faculty Workshop: Feb 25 or March 4
Faculty who complete the workshop will:
- Understand the purpose of the Covid-19 Impact statement, both for their individual file and as part of documenting the pandemic’s disruption on faculty workload and well-being.
- Identify the core areas in which the pandemic altered the conditions for scholarship, teaching, and service, in relation to their appointment type.
- Review examples of Covid-19 impacts that seek to avoid activating caregiver or other biases.
- Discuss Covid-19 impacts in a formative way with fellow faculty and facilitators outside of usual review procedure.
- Get started on a draft statement or outline.
Led By: Professor Lisa Martinez, Teaching Professor Nancy Sasaki, Teaching Assistant Professor Aubrey Schiavone, and Director of Faculty Development Alison Staudinger.
Register here for zoom link:
Friday, February 25, 2022 | 2:30 PM-4:00 PM Register here: http://otl-events.du.edu/public/registration/5672
Friday, March 4, 2022 | 11:00 AM-12:30 PM Register here: http://otl-events.du.edu/public/registration/5673
Demonstrating Teaching Effectiveness
Documenting Teaching Effectiveness in a Reflection on Teaching , Leslie Cramblet Alvarez & Jared Del Rosso, co-chairs of the Teaching Excellence Task Force offer frameworks, literature, and other ideas for reflecting on teaching to supplement or replace student evaluations of teaching (CTEs) (PDF) (PLEASE NOTE: NOT IN EFFECT PAST AY 20-21)