Part 3: Extension and Outreach
Extension and outreach are essential to the college’s mission because they disseminate information based on the faculty member’s professional expertise to the public outside of normal academic venues. Faculty will determine if their activities can be defined as service or extension and outreach when preparing the portfolios. Extension and outreach will be negotiated as part of a faculty member’s allocation of effort.

Evaluation of Extension and Outreach
To evaluate extension and outreach for non-Cooperative Extension Services, the following guidelines are recommended. Faculty must provide evidence of extension and outreach in order that these efforts are recognized. The documentation should provide evidence that the work is:

1. creative and intellectual;
2. validated by peers;
3. communicated to stakeholders; and
4. have an impact on stakeholders and the region.

Components of extension include:

1. developing programs/projects based on locally identified needs, concerns, and/or issues targeting specific audiences;
2. setting goals and objectives for the program/project;
3. reviewing current literature and/or research for the program/project;
4. planning appropriate program delivery;
5. documenting changes in clientele knowledge, behaviors, attitudes, and/or skills;
6. conducting a reflective critique and/or evaluation of the program;
7. validation of the program by peers and/or stakeholders; and
8. communication of results to stakeholders and decision makers. See Glossary for definitions that distinguish Extension from Outreach.

Part 2: Scholarship and Creative Activity
The advancement of knowledge for faculty lies in the depth of their own professional development and the manner in which that knowledge is disseminated and applied. While original research might be a path chosen by some individuals, faculty at SENMC are expected to focus on advancement of knowledge in areas that support teaching and learning. Scholarship in SENMC can take many forms.

• Scholarship as praxis (Action Research) – Classroom teachers analyze the learning in their own classrooms, informing their practice and allowing them to improve and seek out new methodology.
• Scholarship gained through professional development – to include conferences, workshops, and coursework – that can be directly applied to teaching, service, or leadership. (See 1. Professional Development below)
• Original research that lends itself to publication.
• Scholarship that is evidenced by grants obtained.

Dissemination of knowledge is inherent in the concept of scholarship. This dissemination can take place through in-house workshops, seminars and other academic learning experiences, conference presentations, public forums, or formal mentoring of junior faculty or colleagues.

1. Professional Development
Professional development is foundational for Faculty’s continued success in the areas of teaching, service, and leadership. As such, faculty should attend seminars, workshops, conferences, webinars, college/university classes; pursue degrees and certifications; and engage in individual research in the areas of specific disciplines, pedagogy, leadership, assessment, and retention, diversity, and technology. Through professional development activities, the teaching scholar can experience the scholarship of discovery as they engage in the advancement of knowledge; the scholarship of integration as they make multi-disciplinary connections that allow for broader interpretation of information gained. Additionally, professional development can take various forms. Because of the wide-ranging demands on SENMC college faculty, professional development for these employees can be institutionally focused, addressing concerns of leadership and administrative skills apart from academic disciplines. This definition reflects the college's mission, serving the needs of New Mexico’s diverse population through comprehensive programs of teaching and related activities, scholarship and creative activity, extension and outreach, leadership, and service.

2. Creative Activities
Creative activity involves discovering and creating, teaching, and disseminating, and, very importantly, applying knowledge and skills to real world concerns. This understanding is grounded in Boyer’s concept of the four scholarships:

1. the scholarship of discovery involves processes, outcomes, and the passionate commitment of the community campus professoriate and others in the college to disciplined 18inquiry and exploration in the development of knowledge and skills;
2. the scholarship of teaching involves dynamic, reciprocal, and critically reflective processes among teachers and learners at the college and in the community in which their activity and interaction enriches and transforms knowledge and skills, taught and learned;
3. the scholarship of engagement refers to the many and varied ways to responsibly offer and employ knowledge and skills to matters of consequence to the college and the community; and
4. the scholarship of integration is the process by which knowledge and skills are assessed, interpreted, and applied in new and creative ways to produce new, richer, and more comprehensive, insights, understanding, and outcomes.

3. Traditional Scholarship
Faculty members at the SENMC are not required to engage in traditional scholarship. However, it is important to recognize the achievements of faculty who do original research, publish in their disciplines or in pedagogy, and obtain grants that support their scholarly endeavors. Faculty members who conduct research-related activities can document those activities in this Section of the portfolio. Those activities might include both qualitative and quantitative studies, publications, affiliation with grants, and any other activity that might be associated with research.

Evaluation of Scholarship and Creative Activities
In the executive summary, faculty will provide a narrative that addresses their accomplishments in scholarship and creative activities, to include documentation of the application of knowledge gained through professional development activities, creative activities, and/or traditional scholarship, as well as how that knowledge was disseminated.

Professional Development: Faculty will address their accomplishments in the application of their professional development.

Faculty should select, but are not limited to, the appropriate professional development activities listed below. Faculty members are required to provide documented evidence that supports the case they are making for promotion or tenure. As such, faculty members are encouraged to attend activities related to teaching, service, or leadership.

Items to be addressed could include:

• an increased breadth and depth of knowledge in the discipline
• innovative teaching strategies
• improvements in retention
•  best practices in teaching
•  technology integration
•  leadership
•  advising • research
•  classroom management
• advising accessibility
•  student mentorship
• diversity
• online teaching and learning

In addition, faculty should address all relative field experiences as well as certifications, licensures, and course work.

Creative Activities:

Faculty may provide documentation regarding conference presentations, creative publications, textbook reviews, media presentations, performances, graphic/artistic/architectural design, and other discipline-related, intellectual, creative activities. This documentation may include promotional flyers, videos, publications, photographs, CDs, DVDs, or any medium that best demonstrates the faculty member’s activity.

Traditional Scholarship: Faculty may include proof of written scholarly works (published or unpublished) if they are related to their discipline or area of expertise. In addition, faculty may include evidence of action research, grant-related research, or other scholarly endeavors.

An evaluation of scholarship and creative activities, including professional development, should take into consideration the following criteria (if relevant to the activity) adapted from Diamond’s Basic Guidelines.

1. The activity’s purposes, goals, and objectives are clear. Its objectives are realistic and achievable. The activity addresses important questions in the field and in the faculty member's SENMC campus responsibilities.
2. The faculty member brings to the activity a significant level of relevant knowledge, skills, artistry, and reflective understanding. The activity reveals a high level of discipline-related or institutional expertise.
3. Appropriate methods are used for the activity, including principles of honesty, integrity, and objectivity. The methods have been chosen wisely and applied effectively.
4. The activity achieves its goals and its outcomes have significant impact. It breaks new ground or is innovative. It leads to further exploration or new avenues for exploration for the faculty member and for others working at the institution and in the field.
5. The activity's outcomes can be presented effectively to its various audiences.
6. The faculty member has critically evaluated the activity and outcomes and has assessed the impact and implications on the greater community, the college community, and on the faculty member's own work and responsibilities. The faculty member uses this assessment to improve, extend, revise, and integrate subsequent activity.

Part 4: Service
SENMC faculty members are allowed a multi-faceted view of service, thus allowing the faculty member to make a case regarding their service and its impact on their service area. Faculty members provide institutional service – to the departments and divisions (if applicable), to their college, and service to the community. Examples of institutional service may include serving on committees, task forces, advisory boards, advising student groups, writing and reporting on grants, editing a campus newsletter, participating in school-sponsored activities, and actively participating in many other activities. Examples of community service include, but are not limited to, service to civic and community organizations.

Because the mission of SENMC is better served by having its faculty involved in all areas of the community, a broad definition of “community service” will be used. While SENMC acknowledges the importance of state, national, and even global contributions of service, the focus of SENMC is much more directed towards recognizing and responding to the needs of its service area. Therefore, a faculty member’s service to the community can be extremely beneficial to both the college and the community. Community service must be within the faculty member’s area of expertise, although all on-campus activities can be deemed appropriate, even if outside one’s area of expertise.

Regional, national, or international service is also valued and can be negotiated as part of a faculty member's allocation of effort.

Evaluation of Service
The type and amount of service that a faculty member performs should be determined in consultation with the appropriate administrator(s) in the faculty member's allocation of effort. All relevant activities in which a faculty member participates should receive appropriate consideration for promotion and tenure decisions. Service activities will be evaluated on the significance, quality, and duration of the activity. In addition, faculty will be evaluated upon their level of responsibility in accomplishing the task.

Service involves active participation as documented in the portfolio. Faculty will address their accomplishments in institutional and/or community service. Faculty members are required to provide documented evidence that support the case they are making for promotion or tenure.

Leadership
Although Leadership is not a criteria category per se of the SENMC Allocation of Effort document, demonstrations and achievements in Leadership may be recorded as appropriate in each of the other four criteria categories (Teaching, Scholarship, Extension/Outreach, and Service).

In demonstrating leadership, candidates must show that they are having an impact as evidenced by the candidate’s scholarship and creative activity, and by contributions to the advancement of the college which may include administrative roles in which considerable and well-documented contributions to the college have been made.

Evaluation of Leadership
Leadership is characterized by:

1. contribution to the mission of the college and to the faculty member’s profession;
2. participation in the distribution of responsibility among the members of a group;
3. empowering and mentoring group members; and
4. aiding the group’s decision-making process. Leadership may be negotiated as part of a faculty member's allocation of effort.

Faculty are encouraged to address their accomplishments in leadership. Faculty members are required to provide documented evidence that supports their application. Supporting documentation referred to in the narrative will be placed in the documentation file (see Glossary). In this executive summary, faculty should address how their leadership impacts the mission of the college or their academic unit.

Performance Overview of OECS 220- W71 Database

Applications:

Term: Fall 2024
Students Passed: 7 (70%)

Students Failed: 1 (10%)

Inactive Students Failed: 2
(20%)

Grade Distribution:

A (Excellent Performance):
6 students (60%)

B (Above Average Performance):
1 student (10%)

C (Satisfactory Performance):
0 students (0%)

D (Minimum Proficiency): 0
students (0%)

F (Failure): 1 student
(10%)

Performance Analysis:

The majority of students (60%)
achieved an A grade, indicating strong comprehension and performance.

One active student failed,
suggesting the need for targeted support for struggling students.

Two students failed due to
inactivity, emphasizing the importance of engagement and consistent
participation.

Key Observations:

Active participation is directly
correlated with success, as all passing students were active.

A lack of engagement led to
failure for the two inactive students.

The absence of C and D grades
suggests a gap between high achievers and those who struggle, with little
middle ground.

Recommendations:

Implement early warning systems
for inactive students to encourage engagement.

Provide additional support or
review sessions for students at risk of failing.

Explore strategies to better
support students who are struggling, bridging the gap between high and low
performers.

No.	Student	Grades	Pearson Assignments	Discussion	Capstone	Grade
1	st1	87.16%	84.51	100	90	B
2	st2	96.04%	96.34	100	93	A
3	st3	92.38%	91.97	100	90	A
4	st4	35.1%	47.29	20	0	F
5	st5	99.73%	99.61	100	100	A
6	st6	10%	0	100	0	F
7	st7	95.13%	95.61	100	91	A
8	st8	90.36%	88.51	100	92	A
9	st9	22.69%	29.56	20	0	F
10	st10	94.87%	94.1	100	95	A
Active	8
Inactive	2
Passed	7
Failed	1
Inactive failing	2
Grade Distribution
A	6
B	1
C	0
D	0
F	1

Part 1: Teaching and Related Activities

Faculty must be effective in teaching, which is an essential criterion for tenure and for advancement in rank. The teaching category includes all forms of instructional activity. Such activities are commonly characterized by the dissemination of knowledge within a faculty member’s area of expertise as well as the application of knowledge in both academic and career-technical fields; skill in stimulating students to critical thinking and knowledge application; and the creation and supervision of appropriate field or clinical practicum.

Responsibilities in this area may include, but are not limited to, preparation for and teaching of a variety of courses and program development; team or collaborative teaching; supervision of undergraduate instruction which includes all delivery systems; performances, or productions; field supervision and administration of field or clinical experiences; production of course materials, textbooks, web pages and other electronic aids to learning; and others.

In addition, faculty are expected to assess their courses and help prepare program assessment report when requested. The purpose of assessment is for faculty to reflect on the effectiveness of their instruction and methods. Therefore, for purposes of promotion and tenure, a strong record of course and program assessment is required.

Evaluation of Teaching and Related Activities
Because teaching is a complex and multifaceted activity, different types of evidence may be used in a comprehensive assessment of teaching effectiveness. Each form of evidence should carry a measure appropriate to its importance in evaluating teaching. Documentation must demonstrate command of the subject matter, continuous growth and development in the subject field, the ability to organize material and convey it effectively to students, assessment of student learning, revision and updates of curricula, and the integration of scholarship (for faculty who produce scholarship) and service with teaching. Materials appropriate for evaluating teaching and related activities may include: (a) evidence from the instructor, (b) evidence from other professionals, (c) evidence from students, and (d) evidence of student learning. For promotion and tenure considerations, performance in such activities must be documented and evaluated. This documentation is contained in the documentation file, not the core document.

Faculty will include in the executive summary their accomplishments in teaching. Faculty should select from, but are not limited to, the appropriate items from Promotion, Tenure, and Faculty Review Committees (Diamond, p. 72):

1. Knowledge and use of research on teaching and learning.
2. Clearly stated learning outcomes with appropriate assessment procedures.
3. Effective and appropriate use of technology
4. Appropriate mix of alternative learning strategies
5. Good organization of subject matter and course
6. Effective communication
7. Knowledge of the subject matter and teaching
8. Positive attitudes toward students
9. Fairness in assessment and grading
10. Flexibility to approaches to teaching

Faculty members are required to provide documented evidence that support the case they are making for promotion or tenure. See Glossary “Documentation File”. Other items to be addressed could include: innovative teaching strategies, improvements in retention, best practices in teaching, classroom management, advising accessibility, student mentorship, and improvement plans.

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