Guide to Narrative Evaluations for Faculty 1 17sites.hampshire.edu/...to-Narrative-Evaluations-for... · In this document, we include overarching principles about narrative evaluation,

WORKING DRAFT January 2017

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GuidetoNarrativeEvaluationsforFacultyUpdatedJanuary2017

Thisguidewasproducedbyacross-collegeteamoffacultyandbuiltonworkdonebyothersoverprioryears.Asaworkingdraft,wesuggestpeoplereadandtrythesuggestionsthisyearandthen,asafaculty,wecandiscussandadjust.Theauthorsinclude:JaimeDávilaStephenDillonJenniferHamiltonSuraLevineBeckyMiller

LynnMillerMeiAnnTeoJasonTorLauraWenk

TableofContentsAbout This Guide ................................................................................................................ 2About Narrative Evaluations ............................................................................................... 3Course Evaluations .............................................................................................................. 5

Content ............................................................................................................................. 5Length .............................................................................................................................. 5Organization .................................................................................................................... 6

Examples: .................................................................................................................... 6Division I Evaluations ......................................................................................................... 8

Content ............................................................................................................................. 8Length .............................................................................................................................. 8

Examples: .................................................................................................................... 8Division II Evaluations ........................................................................................................ 9

Content ............................................................................................................................. 9Length ............................................................................................................................ 10Organization .................................................................................................................. 10

Examples: .................................................................................................................. 10Examples: .................................................................................................................. 11

Division III Evaluations ..................................................................................................... 15Content ........................................................................................................................... 15Length ............................................................................................................................ 15Organization .................................................................................................................. 15

Examples: .................................................................................................................. 17Recommendations ........................................................................................................... 21

Course evaluation length ............................................................................................... 21Division I evaluation ..................................................................................................... 21

Rationale: ................................................................................................................... 21


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AboutThisGuideTherecommendationsforthewritingofnarrativeevaluationscontainedinthisdocumentgrewoutofaseriesofworkshopsanddiscussionsthattookplaceoverfouryearsincluding30facultyfromacrossthecollege.TheinitialdiscussionswereacontinuationoftheanalysisofDivisionIIbegunbythe2011-12EducationalPolicyCommittee.Inthesummerof2013,eachschoolundertookaconversationfromtheirdeepknowledgeoftheDivisionIIprocessofwhatmadeforagoodDivisionII,leadingtosomeguidelinesforDivisionIIforstudentsandadvisors.ThenaturalprogressionfromtherewastoexamineDivisionIIevaluationstodeterminewhetherweactuallyevaluatestudentsonthosecriteriawedeemedimportant.Asapartoftheirself-studyforexternalreview,fourschools(CS,CSI,HACUandIA)undertookanalysesoftheirDivisionIIevaluations.Buildingontheworkofeachschoolbeforeit,theresultwasaDivisionIIevaluationguidelineforfacultyandrevisedguidelinesfortheDivisionIIforstudents.Byandlarge,facultywhousedtheDivisionIIguidelinesfoundthemusefulincraftingtheirDivisionIIevaluationsandanumberoffacultyrequestedsimilarguidelinesforothertypesofevaluations.Theserequestscamefromfacultyatallstagesoftheircareersandparticularlyfromthegrowingnumbersofnewfaculty.Atthesametime,theHampshireLearningProject(aninternalqualitativeresearchprojectontheHampshireexperience)beganalongitudinalstudyofHampshirestudents,calledthe“HampshireImpactStudy.”Throughourinterviews,welearnedthatstudentsoftenusedtheirnarrativeevaluationstosettheirgoals.Studentswantandtrulyappreciateconstructiveandevaluativefeedbackontheirworkbothduringthesemesterandintheircourseevaluations.Manystudentslookacrosstheirevaluationsforpatternsandendeavortoimprovetheirworkbasedonfacultyfeedback.Inthisdocument,weincludeoverarchingprinciplesaboutnarrativeevaluation,specificinformationaboutwhatispresentinthecurrenttranscript,specificsuggestionsforthewritingofeachtypeofevaluationinaHampshiretranscript,examples,andofcourse,recommendationsforchangeinourpoliciesandpractices.Wehopeyoufindthisguideuseful!


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AboutNarrativeEvaluations

Thereareanumberofpotentialaudiencesforevaluations:thestudent,advisors,graduateschools,employersandinternshipsupervisors,andscholarship/grantingorganizations.Formostoftheseaudiences,whatisusefulisadiscussionofoverallprogress,skills,andabilities.Thereisan“additionalcomments”boxthatisinternaltoHampshireCollegeandthatcanbeusedformorespecificfeedbacktothestudentandadvisor.Fromourexaminationofevaluations,wefoundthat:

• Facultytendtobedescriptiveratherthanevaluativeortobeevaluativeonlyinthemostgeneralofterms.Overall,ourevaluationsandtranscriptsaretoolong,toodescriptive,andsometimeslackevaluativecommentsspecifictothestudent.

• Evaluationsrangegreatlyinlength--fromafewsentencestoafewpages.Inaddition,somearehighlydetailed,whileothersarequitevague.Noextremeseemstoservethepotentialaudiencesorthestudentswell.Weoffercommentsand/orsuggestedlengthsinthefollowingevaluationpages.

• Facultysometimeswriteevaluationsthatduplicateinformationfoundelsewhereinthetranscriptorneglecttoincludeinformationthattheyassumeisinthetranscriptbutisnot.Notethatthestudentcontracts,selfevaluations,andretrospectivesareNOTpartofthetranscript.Itisimportanttonotethatstudenttranscriptsincludealistofcompletedcourses.

Oursuggestionsareguidedbythefollowingprinciples:

• Acrosstheboard,evaluationsshouldbeginwithoverarchingsummativeevaluativecommentsandfollowedbymoredescription/details.Specificfeedbackonindividualassignmentsareformativeandshouldbegivenduringthesemesterratherthaninthefinalevaluation.

• Writingcourseevaluationsshouldbelinkedtothesyllabus(whatarethegoals,whatshouldstudentsproduce,whataretherequirementsforevaluation,etc.).Evaluationsarebestwhenstudentsknowwhattheywillbeevaluatedonandgetpracticedevelopingthoseskillswithfeedbackduringthesemester.

• Theutilityoftheevaluationsisdependentontimeliness.• WithregardstoDivisionIandIIevaluations,ourtimeisbestusedadvising

studentstomakesenseoftheirworkacrosstheirexperiencesratherthanindigestingtheirworkforthemintheevaluation.WesuggestthatDivisionIandIIevaluationsbeshorter.YouwillseespecificsuggestionsontheDivisionIandIIevaluationpages,aswellasfurtherrecommendationsforpolicychangesinourrecommendationsection.


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• WeanticipatethatDivisionIIIevaluationswillbethemostvariable.Asidefromsomesuggestionsfororganizationandlength,wethereforeofferonlyafewrecommendationsforDivisionIIIevaluations.

Asyouwrite,thinkaboutyourevaluationcriteria.Belowisalistgeneratedinafacultyworkshopincaseitishelpful:

• Analyticthinkingskills/Analyticalwriting• Writinginaspecificgenre• Researchabilities• Independentwork/autonomy• Usesofprimaryandsecondaryliterature/substantiationofclaims• Readingskills• Quantitativeskills• Abilitytousequalitativeandquantitativedata• Perspectivetaking/reflexivity• Disciplinarymethodology• Abilitytounderstand/usetheory• Integrationoftheoryandpractice• Integrationofideasacrossauthors/literatures/experiences• Understandingofbroadersignificanceoftheirwork(whatisatstake,etc.)• Timemanagement/workethic• Courseworkhowtheybuildonknowledge;howseriouslytheytakeit• Responsetofeedback• Selfreflection–awarenessofstrengthsandweaknesses• Collaborativeskills• Appropriatebreadthanddepthsustainedcommitment• Abilitytoaskgoodquestions(framing)inclass/projects/inDivisionII• Thoughtfulengagement• Disciplinaryknowledgeandskills• Abilitytorevisework• Locatingoneselfinadebate(positionality)

Remember,whenwritingevaluations,you:

• Cannotincludealettergradeanywhereintheevaluationbody• Cannotnameotherstudents(e.g.studentsincollaborativegroups)• Cannotmentionmentalorphysicalhealthissuesofthestudentyouare

evaluating• Shouldusethestudent’spreferredpronoun.Itisgoodpracticetoremind

studentsthatyouarerequiredtowriteevaluationsusingpreferredpronounsandthatiftheyhaveapronounlistedintheirdirectoryprofilethatisnotthecorrectpronounforofficialcollegedocuments,theyshouldchangeittoreflectthecorrectpronoun.


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Note:Thisdocumentcontainsexamplesofeachtypeofevaluationthatwethinktypifyourrecommendations.Theyarenottheonlywaytowriteaccordingtotheseprinciples.Also,examplesareblindedinthefollowingways:a)thewords“thestudent”replacesnames,b)“they/their”isthechosenpronoun,andc)fieldsandtopicsarereplacedwithbracketedcontenttype.

CourseEvaluations

ContentCourseevaluationsshouldreflectbothwhatweasinstructorsvalueinthecourseaswellasthetrajectoryofthestudent’sworkoverthesemester.Itshouldbeclearwhatthestudentdidwellandwhattheyneedtoworkon.Studentsshouldbeevaluatedontheoverarchingobjectivesasindicatedinoursyllabiandonthosespecifictoassignmentsandgeneralcourseexpectations.Thesemightinclude:

• Attendance• Preparationandparticipationinclassdiscussionsandactivities.• Skillsdevelopment(bothdisciplineandcoursespecificaswellasthosethat

reflectCollege’scumulativeskills).• Abilitytoconceive,organize,andundertakeaterm-length,viableresearch

projectthatincludeseffectiveliteratureandmethodologicaldesign(aspercourserequirements)

• Developmentofstudent’sowngoalsandquestions• Demonstrationofprogress–theeffectiverevisionofwrittenwork

Indicateareasofstrengthandweaknessandmakearecommendation,ifappropriate,foraddressingareasinneedofimprovement(e.g.thestudenttaketheirworktotheWritingCenterforadditionalsupport,etc.).Focusonevaluativecommentsregardingoverarchingskillsandabilitiesratherthanonthedetailsofspecificpapersand/ortheirarguments.Specificcommentsonassignments–contents,argument,etc.–areimportantforstudentstoseeoverthecourseofthesemesterandshouldbeincludedoneachofthestudent’spapers,ratherthanappearinthecourseevaluation.Courseevaluationsshouldcontainoverarchingevaluativecomments,particularlyimportantforthosestudentswhoplantoapplytograduateschool.

LengthGivenconcernsaroundthelengthofHampshireCollegetranscriptsingeneral,westronglyrecommendthatcourseevaluationsbelimitedto800-1200characters(includingspaces).


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OrganizationIdeally,theevaluationshouldbeginwithanoverallassessment,e.g.“Xexceededtheexpectationsforthisclassthroughtheirengagedparticipation,etc.…”Or,“Xmissedanexcessivenumberofclassesandstruggledtomeetbasiccourseexpectations…”Instructorsmightusetermssuchassuperb,excellent,verygood,adequate,bareminimum,morethanmettheexpectations,struggledtomeettheexpectations,etc.Theevaluationshouldthenbriefly(twoorthreesentences)offeranoverviewabouttheseminarandevaluationcriteria.Thentheevaluationshouldfocusonthestudent’sworkinthecourseandhowwelltheymetthesecriteria.Personalizetheevaluationthroughbriefbutspecificexamples.Thestudent’sperformancetrajectoryintermsofimprovementand/orprogresscouldcompletethissection.____________________________________________________________________________

Examples:1.Fromtheoutset,itquicklybecameclearthatthestudentwasanassettotheclass.Studentsinthisclasswererequiredtopostweeklyreadingresponsestoanelectronicforum,torespondtothecommentsoftheircolleaguesonthisforum,andtoworkonanextendedresearchprojectonasubjectofinterestto[thisfield].Thestudentcouldbecountedontomakeinsightfulcontributionstotheelectronicforumaswellastoclassdiscussions,andpushtheircolleaguestothinkmorecriticallyaboutthereadings.Thestudent’sreadingresponsesgenerallyincorporatedgoodcriticalanalysisandreflectionandtheywroteaninsightfulandwell-researchedpapercritiquingthecurrentstateof[specific]policyandmakingacasefor[specificoutcome].Thestudentisclearlycommittedtoachievingexcellenceintheiracademicwork;itwasapleasuretohavetheminclass.(883characters)

2.Thestudentdidgoodworkinthecourseoverall.Toreceiveanevaluationinthiscourse,studentswererequiredtocompletefourconceptuallychallengingessaystotaling15-25pagesofwriting.Theseassignmentsrequiredcriticallyreviewing[typeof]articles,comparingmajortheoreticalperspectives,andproposingnewlinesofresearch.Completionofthefourassignmentsdemonstratedsatisfactorymasteryofthecoursematerial.Thestudent’sessaysconsistentlyshowedagoodbasicgraspofthematerialbutalsodisplayedsomegapsinunderstanding.Thestudent’sselfevaluationindicatesthatafast-pacedcoursein[field]maynothavebeenthebestfitatthispointintheircollegecareer.Itisverymuchtotheircreditthattheystuckwithitandturnedoutdecentwork.Thestudent’sacademicwritingisfairlyweakbothmechanicallyandorganizationally.Theywillhavetoaddressthisissueastheycontinuetheiracademiccareer.Thelastmeetingofthisclasswasdevotedtostudentpresentations,andthestudentdidanexcellentjobof[skill].(1069characters)


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3.Thestudentwasanexcellentstudentwhohadincrediblegrowthintheclass.Theygrewmoreoutspokenandarticulateintheirpresentationsandclassroomengagement.Overall,theirworkwasinsightfulandcomprehensive.[Titleofcourse]trainsstudents’researchskillstoidentifytheiraudienceandcommunicateappropriateideasthroughmakingpresentationsandaperformanceon[moreinfooncoursecontent].Thestudent’spresentationswereinformedbytheirdeepknowledgeof[specific]languageandculture;theywerealsoadeptatlocatingtheculturalperspectiveoftheplaywright.Theirinsightsandpracticeofactingwerespecificandrevealadevelopedunderstandingoftheatricalmomentandevent.Theirbilingualcreativeresponseshaveanabilitytoreimaginecomplexitiesoftheatricalstructurewithintheirownexperience.Whiletheirideasareuniqueandexciting,theyhaveroomforimprovementinwriting.Theywritethatdramaturgyshould“unrestrictthemind”and,fromtheiranalysis,Iencouragetheircontinueddramaturgicalpracticefortheirownbrilliantunrestrictedmind.(1116characters)

4.Thestudentwasaquietbutengagedstudentwhoenteredtheclasssomewhatlateandstruggledtocatchup.Theyhandedinalloftheweeklyhomeworkassignmentsbutmanycontainedsignificanterrorsandinaccuracies.Thislevelofcomprehensionwasreflectedintheirpoorworkonthreein-classevaluations.Totheircredit,thestudentretookallthreeoftheseevaluationsanddemonstratedenoughimprovementtowarrantpassingthecourse.Theydidverygoodworkonthefourth,take-homeevaluation.Oneoftheirmusicalcompositionsdemonstratesagoodunderstandingofrhythmicinterplaywhileanothercompositiononmelodiccontourattendstotheassignmentbutlacksaconvincingmelody.Theirfirstconcertreportofferssomedetailconcerningtheperformance,buttheessaylacksacentralthemeandthewritingissomewhatdisorganized.Theirsecondreportisbetterwritten.Theessaycontainssomestylisticandgrammaticalproblems,butonthewhole,itisafairlystrongpiece.Thestudent’sprogressineartrainingwassteadywithsolidmasteryofsolfegeandrhythmskills,buttheirintonationskillscouldusemorework.(1143characters)


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DivisionIEvaluationsTheDivisionIisanopportunityforthestudenttolearntomakesenseoftheirowneducation.Asadvisors,weshouldbeworkingwithstudentsonimprovingtheirreflectiononandunderstandingoftheiracademicexperiences.Retrospectivesshouldaddresspromptsthatguidethemtolookacrosstheirworkandtheirevaluationsandtowriteabouttheirstrengths,interests,challenges,andnextsteps.Webelievethatreflectingonwhatoneknows,understands,andisabletodo–aswellasknowingwhereonemightstruggle–isimportantinsettingnewgoalsanddeterminingfuturedirections.Astudent-generatedretrospective(writtenincollaborationwiththeDivisionIadvisor),combinedwithcourseinstructor’scommentsoncumulativeskills,currentlyavailableintheDivisionISummaryPage,meettheadvisingneedsofbothstudentsandfaculty.

ContentThetranscriptcontains:1)adescriptionoftheacademicprogram,2)theadvisor’scomments,and3)thecourseevaluationsusedtosatisfyDivisionI(thecourseevaluationswillbemovedtobeintegratedwithallcoursedescriptionsinthefuture)

LengthTheadvisor’scommentsshouldbeshort(250-600characters)1

Examples:1. Thestudent’sevaluationsremarkedontheircapacityforcriticalthinkingandindependentwork.Theyarereadytodomoreadvancedlearning,especiallyin[theirareaofchoice].Overall,theyworkedhardthisyearandaccomplishedmuch.(241characters)

2. AstheirDivisionIportfolioandcourseevaluationsdemonstrate,thestudentismorethanreadytopursuestudiesattheDivisionIIlevel.OverthecourseofDivisionI,thequalityoftheirworkmatured.Theyproducedverystrongwork,withparticularlygoodworkintheirareasofinterest.TheiracademicandstudyskillsaredevelopingnicelyandtheyhavedefinedapromisingfocusfortheirDivisionIIconcentrationcenteringon[fields].Ilookforwardtotheirfutureaccomplishments.(498characters)

3. ThestudentworkedhardtomeetalltherequirementsofDivisionI.Intheprocess,they’vethrivedasastudentandasaperson.Theyareveryorganized,dedicated,andcurious.Mostofall,theytakeinitiatives—tolearn,toapproachprofessors,to

1 Seerecommendationssectionforfurtherdiscussionoftheadvisor’scomments.


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seekoutnewopportunities.Allofthesequalitieswillservethemwell,andtheyarepoisedtodoverywellinDivisionII.(381characters)

DivisionIIEvaluationsTheDivisionIIisoftenwhatsummarizesstudentworkfortheoutsideworld–thisisparticularlyimportantforstudentsapplyingtograduateschool,forinternships,etc.,beforeaDivisionIIIevaluationiscompleted.ThepotentialaudiencesfortheDivIIevaluationinclude:thestudent;graduateschools;employersandinternshipsupervisors;scholarshipandgrantingorganizations.AswithDivisionI,ourtimeisbestusedinsupportingstudentsinmakingsenseoftheirworkacrosstheirexperiencesratherthanindigestingtheirworkforthem.Chairperson’scommentsshouldbeevaluative.LongDivisionIIevaluationswithquotesfromevaluationsarelikelyanartifactfromthedayswhenstudentsselectedonly3narrativeevaluationstoincludeintheirtranscripts.Nowallcourseevaluationsareincluded.AsyouwritepleaseknowthataHampshireCollegetranscriptautomaticallyincludesthetitleoftheDivisionII,alistofcourses,andcourseevaluations.Inwritinganevaluation,youdonothavetolistspecificcourses.TheDivisionIIevaluationonthetranscriptincludesthesummary,evaluativecomments,MCPandCEL-2,sothereisnoneedtorepeatthesummaryparagraphintheevaluativecomments.Notethatthestudentcontractandretrospectivearenotpartofthetranscript.Thatmeansthatthestudent’sexplanationsoftheirconcentration,MCPandCEL-2arenotinthetranscript.Thoughifyouhavethemdoagoodjobontheircontractrevision,youcanedittheirlanguageforthoseevaluationsections.

ContentThefirsttaskoftheDivisionIIevaluationistobrieflysummarizetheconcentration.SincethetranscriptcontainsadescriptionofDivisionII,itneednotcontainboilerplatelanguageaboutthenatureofDivisionII.ThemainportionoftheevaluationistheChairperson’sComments.Seemorespecificsuggestionsforcontentofthesecommentsbelow,under“organization.”WhenyoucompleteyourevaluativecommentsyouarecurrentlyaskedtocheckoffwhichevaluationswouldbeincludedintheDivisionIIsectionofthetranscript.Thiswilldisappearinafutureversionoftheevaluationandtranscript.Allcourseevaluationswillappeartogetherafterall3divisionalevaluations.


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LengthWesuggestalengthof3-5paragraphs(300-500wordsincludingSummaryandChairperson’scomments).

OrganizationSummary of the Concentration Thiscontainsthedescriptionoftheconcentration:fieldsofstudyandcanalsoincludethestudent’sgoalsandquestions;canincludewhatkindsofthingsarepresent(xnumberofcoursesandyinternships).Studentshouldhavedraftedthisintheircontractrevisionwithourfeedback. Chairperson’s Comments

• Beginwithanoverarchingevaluationofthestudent’sworkinafewsentencesorashortparagraph.

• YoucanevaluatetheDivisionIIitself–discusssuchthingsas:appropriatedepthandbreadth,thesensethestudentmakesoftheirDivisionII,howwellthestudentsynthesizedideasacrosstheirexperiencestoanswertheirownquestions,howwelltheyreflectedontheiroverallprocess,howwelltheyunderstoodtheirownprogressorthetrajectoryoftheirwork,etc.

• SummarizethecourseevaluationstogiveanoverarchingsenseofhowthestudentmasteredthematerialsandskillsnecessarytotheirDivisionII.Thisshouldbebrief,focusingonmostimportantskillsandabilitiesthestudentgainedandwhattheyneedtoworkon.Forexample,isthisstudentheadingtolawschool,andwhatwouldmattertothosereaders?

• Youcangiveanoverarchingevaluationofthedegreetowhichthestudenthasbeeninchargeoftheirownlearning,settinggoalsandpursuingthem,andidentifyingtheirinterestsandquestions,etc.

• YoucanbrieflyassesshowthestudentispreparedforDivisionIII(e.g.theyhavegroundinginqueerstudies,havedevelopedmethodologiesinoralhistory,andneedtoworkonsubstantiatingtheirargumentswithliterature).

MultipleCulturalPerspectives-Describehowthestudentmettherequirement;thestudentshouldhavedraftedthisintheircontractrevisionwithourfeedbackCommunityEngagementandLearning-Describehowthestudentmettherequirement;thestudentshouldhavedraftedthisintheircontractwithourfeedback.

Examples:1.SummaryofConcentrationThestudenthassuccessfullycompletedtheirself-designedDivisionIIconcentration.Thestudentorientedtheirstudiesaroundaparticularareaofinquiry—[QUESTION]—andfollowedarigorousinterdisciplinarypathtocriticallyexploresuchconcepts.Inadditiontotheircommunityservicerequirementandothersupplementalactivities


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(includingservingasateachingassistant),thestudentcompletedatotalof18coursesintheirconcentration.Theytookchallengingcoursesinlaw,philosophy,socialpsychology,biology,andbehavioralscience.Basedontheircoursework,andinparticularinthevarietyofindependentworkheproducedforthesecourses,thestudentidentifiestwothemesthatorienttheirwork:[THEME1,THEME2]Chairperson'sCommentsAstheirHampshireprofessorsnoteintheirevaluations,[STUDENT]isanexcellentstudent.Theyareasophisticatedcriticalthinkerandastrongwriter.Theyareself-motivatedandintellectuallycurious.Mostimportantly,theyhavedevelopedtheresearchandanalyticalskillsrequiredtocompleteaDivisionIIIproject.Manystudentswouldbecontenttohaveachievedaparticularcompetenceincriticalreadingandwriting;thestudentisconsistentlywillingtochallengethemselftodevelopnewskillsandtoenhanceexistingones.Theirearlywrittenworkneededimprovement,especiallyintermsofbetterreflectingtheirverygoodideasinamoresuccinctandconcisemanner.Thestudenttooktheconstructivecriticismofferedbytheirinstructorsandcommittedhimselftothewritingprocess.AtthebeginningoftheirDivisionIIprogram,althoughclearlyverybrightandengagedwithcoursematerials,thestudentwassoshyandsotimidthattheyrarely,ifever,spokeupduringclassdiscussions.Yet,astheirnarrativecourseevaluationsreveal,intimethestudentbegantocomeintotheirown,regularlyofferingastuteandmeasuredcommentsinresponsetoclassreadingsandtotheirpeers.Thestudentshouldbecongratulatedoncompletingawell-designedandrigorousDivisionIIconcentration.TheyaremorethanpreparedtoundertakeanindependentprojectinDivisionIII.[wordcount:323]

Examples:2.SummaryofConcentrationThestudenthassuccessfullycompletedtheirself-designedDivisionIIconcentrationin[fields].Thestudenttookaseriesofchallenging,writing-intensivecoursesinlegalstudies,philosophy,andcriticalracetheory.Theycompletedaseriesofindependentprojectsonarangeofsubjectsincluding[topics].Chairperson’sCommentsThestudentdesignedandimplementedarelevantandrigorousprogramofstudyinDivisionIIofappropriatedepthandbreadth.EarlyonintheirDivisionIIprocess,theirprofessorsoftennotedthatwhilethestudentwaskeenandintellectuallycurious,theywerenotalwaysabletoeffectivelytranslatetheirverygoodideasintowriting.Yet,astheircourseevaluationsreflect,theyworkedtotransformherwritingandultimatelyproducedafinebodyofworkreflectingexceptionalskillsincriticalthinking,criticalreading,andcriticalwriting.Forinstance,intheirfinalsemesterofDivisionII,theirprofessorswereunanimousinlaudingherfinework:“Thestudentproducedthoughtfulcriticalessaysanddemonstratedastrongabilitytoconductinterestingresearchandcraftoriginalarguments.”


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“Theirwritingdemonstratedactiveandthoughtfulengagementwiththecoursematerials,thecontinuousdevelopmentoftheirownthinkingondifferenttopicsandengagementwiththeirclassmates’analysisandquestions.”“Thestudent’sresearchandanalysisisboldandrelevantinthecontemporarymomentandwarrantsafurtherinvestigationduringtheircareeratHampshireCollegeandbeyond.”Asthestudenthasrefinedtheirideasandskillsetsoverthepastfivesemesters,theyhavematuredasastudent-scholarandarenowwellpreparedtoapproachacomplexsetofissuesinDivisionIII.[wordcount:259]

****************************3.SummaryofConcentration:FortheirDivisionIIthestudentwantedtoexplorepracticalapplicationsofcomputerprogramminglanguagesandgamedevelopment.Alsoimportantintheirdivisionalworkwaspreparingtoworkaspartofacomputergamedevelopmentteam.Toachievethis,theytookcoursesinbothcomputerprogrammingandcomputergamedesignandimplementation.

Chairperson’sComments:Thestudent’scourseevaluationsspeakverywelloftheireffortandperformance.Theyhavedemonstratedtobeparticularlygoodatmanaginggroupprojects,andingenerating2Dand3Dcomputerart.Theyhavelearnedhowtoworkasapartofateam,contributingimportantpieces,bothconceptualandapplied,tothedevelopmentofcomputergames.Theywereabletogenerateoriginalprojectideas,maintaintimelinesaswellasreceivefeedbackandincorporateitintofuturework.Incoursesinvolvingmathematicsandcomputertheory,theyhaveshowntobethoughtful,andalsoabletoprovideclearexplanationsoftheirthinking,speciallyinoralform.Theyalsohavedemonstratedtheabilitytoanalyzeandevaluatetheirownwork,bothduringandattheendofasemester.Theircomputerprogrammingabilitiesarealsodocumentedasincreasingascourses,andtheirDivisionII,progressedintime.Inclosing,[thisstudent]hasmanagedtoachievethegoalstheysetfortheirDivisionIIprocess.Theyhavedemonstratedtobehard-working,andcapableofgoodqualityworkinthetypeofsettingsthatactualcomputergamesareimplementedin.TheirskillsineachoftheareasinvolvedindevelopingcomputergameshasincreasedthroughouttheirtimeinDivisionII.Theyarenowreadytoembarkinmoreelaborateworkincomputergamesdesignandimplementation.

MultipleCulturalPerspectives:FortheirMultipleCulturalPerspectivesrequirement,thestudentcompletedastudyofthewaythatwomenarerepresentedincomputergames,documentingimportantexamplesthatdemonstratediscriminatoryandsexistpatternsinwhatisoftenamale-dominatedfield.


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CommunityEngagement:ThestudentsatisfiedtheCommunityEngagedLearningrequirementbyworkingonaFiveCollegewearabletechnologyworkshop,afashionshow,andaDivisionIII,allpartsofapeerstudent'sdivisionIII.[Wordcount:387]

****************************4.SummaryofConcentration:Thestudent’sconcentrationisastudyofthenuancesandgreyareasofsocietyandsocialstructures,andtheintersectionalityofhowvariousgreyareasconnectthroughtellingcomplex,sociallyresponsiblestoriesaboutdifficulttopics.Itencompassesqueerstudies,creativewritingintheformsofpoetry,playwriting,andcomedy.Chairperson’sComments:TheStudent’scourseworkhasathoroughlineofgreatpotentialandachievementthatisthwartedbylatenessandabsence.Itisastrugglethatthestudentisawareofandismakingeffortstoalter.TheirjourneythroughDivision2mightbestbedescribedasanintellectualandemotionalblossomingthroughdeepinternalreflectionandincreasingtheircapacitytoshowupbybeingresponsibletocommunity.Astheirdevelopmentinidentitypoliticscontinued,[Student]’sabilitytolistenwhileaskingprovocativeandgenerousquestionsmadethemavitalandpresentclassmate.Theircreativework“deeplyimpacted”theaudienceandgavevoicetotheaudience’sownstruggles.FromthebeginningofDivision2,inPoetryandthePoliticalImagination,theyarecapableofanartiststatementthatrevealstheknowledgeofmarginalizedandinvisiblestruggle:“Iliketoespeciallylookatthemomentsthatweliketoturnourfacesawayfrom–themomentsthatwehopetonothavetothinkabout.”Theirevaluationrevealedthattheseimpulsesneededdevelopment,andthetrajectoryofthisgrowthcanbeseeninIntroductiontoQueerStudies,where[Student]showedthoughtfulnessandinsightintheirwrittenassignments.Astheybecamemoreopentodelvingintopersonalexperience,theyweresaidto“demonstrateanadvancedunderstandingoftherelationshipbetweenrace,gender,andsexuality.”Theirnarrativeevaluationsemphasizethemasaremarkableadditionasacommittedstudentwhocontributeswell,andalsorevealingtheirstruggletomeetbasicrequirementsandattendingclass.Itismyrecommendationthatthestudentcontinueonthistrajectoryofvaluingtheirvoiceandexperienceintheclassroom,therehearsalroom,andthestage.Bydevelopingtheirwrittenandcreativeanalysisofsocialandcommunalhistorythroughdelvingintotheirpersonalexperience,theyaredevelopingtheirskillsofaccountabilityandcapacitytobepresent.Theythriveonsearchinginacommunity,andthisformofengagementbuildstheircapacitytocontribute.[Wordcount:366]

5.SummaryofConcentration:Thestudent’sself-designedconcentrationwasastudyofartsintegrationintheelementaryschool.Thestudentstudiededucationandcognition,curriculumdesign,artsintegration,theaterforyoungaudiences,the


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creativearts,andethnographicmethods.Theyhadmultiplepracticumsinclassroomsandsummerartsprogramsandvolunteeredfor“ReadertoReader,”agloballiteracyproject.Astheyprogressedintheirstudies,thestudentbecamemoreandmoreinterestedinreadingcomprehensionandhelpingyoungpeopleimprovetheirreadingthroughartsintegration.EvaluativeComments:Thestudent’sconcentrationisawell-integratedstudyofartsintegratededucation.Theygrewasathinker,asateacher,andasaleaderovertheirDivisionII.Theyhavestrongfacilitationskillsandanenergeticpresenceworkingwithyoungpeople.Theytookleadershiprolesinclassandintheircommunityengagedworkandtheytaughtinmultiplesettings.Itisworkingwithyouththatkeepsthestudentenergizedandmovingforwardintheiracademicwork.TheyarepreparedforaDivisionIIIprojectthatfurtherintegratescriticalliteracyeducationwiththeartsintheoryandinpractice.Thestudentcompletedadeepexaminationoftheroleofartinstudents’motivationandlearningandfurtherdevelopedtheirownartisticproductionacrossthearts.Theygainedparticularskillintheuseoftheaterasatooltoteachcorestudiesintheelementaryclassroomandtheybegantoexamineitsroleinliteracyinstructionmorespecifically.Thestudentusesartsintegrationtodifferentiateinstruction,tosupportEnglishLanguageLearners,andtohelpallstudentsmakeconnectionsamongtheirideas.Thestudentsetsgoalsfortheirlearningandreflectsontheirprogress.Theydevelopedanimpressiveportfolioofartsintegratedcurriculum.Thestudent’sprofessorspraisetheircreativity,clarityofideas,andleadershipskills,aswellasclearandinsightfulwriting,forexamplenotingthattheymakeconnectionsacrossdisparateliteratures.Almostasoftentheynoteaneedforgreaterdetail.Ineitherevent,theynotethatthestudentmakesrichconnectionsintheirspokencontributionsinclass.Onecannotreadthestudent’stranscriptwithoutnotingthattheyhaveperiodsofdifficultywithworkcompletion.Despitethis,theymetregularlywithfacultytodiscusstheirworkandtodevelopstrategiesandplansforgettingtheworkdone.Thecompletiondifficultiescontinuetobeaproblemforthestudent,buttheydidnotinterferewithwhattheyultimatelyproduced.Forexample,thestudentdecidedduringtheirDivisionIIthattheywouldlearnaboutandproduceanelectronicportfoliooftheirwork.Ratherthanpulltogetherapaperportfoliothatwouldhavetakenlesstimeandeffort,thestudentcreatedabeautifulePortfoliowithcleardocumentationoftheirwork,rifewithreflectivepieces.Theyexperimentedwithmultipleplatforms,andso,learnedagooddealaboutwebpagedesign.(465words)MultipleCulturalPerspectives:Thestudentexploredraceandeducationinmultiplecoursesandcontexts.Theirstudieshaveledthemtoanever-deepeningcommitmenttoequityintheclassroomandanunderstandingofwhatanti-racistteachingpracticesmean.Their


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considerationofraceintheUnitedStateshasnotonlyaffectedthemasaneducator,butasaresearcherwhothinksabouttheirpositionandaboutethicaltreatmentofresearchparticipants,andasapersoninaraciallybiasedsociety.CommunityEngagementinLearningThestudentofficiallymetthisrequirementthroughtheirleadershiprolein____,anon-campusstudentgroup.Thoughthisisonlyoneofmanyleadershiprolesthatthestudenthastakenon.Theyhavespentcountlesshoursinclassroomsandnon-formalsettingsworkingwithyouth.Thestudenthasastrongabilitytobringwhattheyhavelearnedintheclassroomintoaction.

DivisionIIIEvaluationsTheDivisionIIIistheculminatingworkoftheHampshireCollegeeducation,thusDivisionIIIevaluationsaremorelikelytobereadbystudentsandtheoutsideworldthanotherevaluations.Inadditiontoevaluatingthestudent’sproduct,itshouldtakeintoaccountthefieldinwhichthestudentworkedaswellastheirgoalsforthefuture.Thereisagreatvarietyofstudentprojects,accomplishments,andfacultystyle;thusweexpectvariationbutsuggestthefollowingprinciples:

ContentEvaluationsshouldincludebothshortdescriptivecommentsandrobustevaluativecomments.Weneedtodescribethestudent’sworkbutshouldalsohighlighttheimportantlearning,skills,andabilitiesofthestudent.Thefollowinglanguageappearsonthefirstpageofthecollege’stranscript;itneedNOTberepeatedintheevaluation.

DIVISIONIII-Thefinalyear.Studentsundertakeamajorindependentprojectoftheirowndesignundertheguidanceofafacultycommittee.DivisionIIIincludestwoadvancededucationalactivities.

Title:XXPassed:(date)

LengthEvaluationsshouldbeconcise.Whilewearenotrecommendingahardcutoff;westronglysuggestthatawell-craftedDivisionIIIevaluationbeintherangeof500to1000words.

OrganizationAswithotherevaluations,oneshouldgetasenseofthequalityofworkveryearlyintheevaluation.TheDivisionIIIevaluationneedstodescribetheprojectaswellas


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evaluateit,thoughthereisonlyoneboxfortheevaluation(Chairperson’sComments).YoucaneitherseparatethedescriptionandevaluativecommentsusingheadingsintheChairperson’sCommentsORintegratethedescriptionandevaluativecommentsinthenarrative,butwithoverarchingevaluativecommentsatstart.Herearethetwodifferentmodesforthesamestudent:Chairperson’sComments:Description:Thisconstitutesanevaluationof[thestudent’s]DivisionIII.ThestudentcompletedarigorousinterdisciplinaryDivisionIIIthatwascomposedofanumberofinter-relatedparts.Thetwomainproductswere_____and____inwhichthey_____.Theprocessofcompletingtheseworksentailed_________,_____,and______.EvaluativeComments:ItisimpressivetoseeaDivisionIIIcomprisedofmultiplecomponentsspanningnumerousaspectsofafieldofstudywhereeachpartissoambitiouslyandsuccessfullyexecutedandwheretheconnectionsamongthepartsaresowellthoughtout.ThroughouttheirDivisionIII,thestudentsetgoalsforthemself,readfarmorethantheyneededtoinordertogainanunderstandingofthelargerlandscapeoftheirwork,exploredideas,changedcoursewithnewinformation,workedhard,reactedpositivelytofeedback,andputinenormouseffort.OR

Chairperson’sCommentsThisconstitutesanevaluationof[thestudent’s]DivisionIII.TheycompletedanimpressiveinterdisciplinaryDivisionIIIcomprisedofmultiplecomponentsspanningnumerousaspectsof[thefieldsofstudy].ThestudentcompletedarigorousinterdisciplinaryDivisionIIIthatwascomposedofanumberofinter-relatedparts.Thetwomainproductswere_____and____inwhichthey_____.Theprocessofcompletingtheseworksentailed_________,_____,and______.Eachpartisambitiouslyandsuccessfullyexecutedandtheconnectionsamongthepartsarewellthoughtout.ThroughouttheirDivisionIII,thestudentsetgoalsforthemself,readfarmorethantheyneededtoinordertogainanunderstandingofthelargerlandscapeoftheirwork,exploredideas,changedcoursewithnewinformation,workedhard,reactedpositivelytofeedback,andputinenormouseffort.

***************************ThefollowingexamplesofDivisionIIIevaluationsareprovidedtoshowabreadthofstyleandlength.

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Examples:1.ThroughouttheirDivisionIIIprocess,thestudentworkedwithProfessorsStephenDillonandHelenScharber.Thestudentfulfilledtheadvancededucationalactivitiesbytakingthecourse“Race,Gender,andSexualityintheDigitalAge”andanadvancedDivisionIIIindependentwritingworkshop.FortheirDivisionIII,Thestudentcompletedanexceptional128pagecollectionofessays,“OfDogsandDrones:ANarrativeRuminationonColonialismandAgricultureintheUS.”Combiningtheoretical,historical,andpoeticmodesofanalysisandinquiry,thestudentexaminedtherelationshipbetweenfood,farming,andcolonialisminWesternMassachusettsandbeyond.Asthestudentdescribesit,theyuse“history,literature,andcriticaltheory”tocreatean“interdisciplinaryprojectthatweavespersonalnarrative,theory,andanalysis.”Theirprojectwalksthereaderthroughtheneoliberalpoliticsofkale,thecoloniallegaciesembeddedinfarmingpractices,thehistoryofslaveryandsettler-colonialisminWesternMassachusetts,andthebiopoliticsofthedevelopmentofreservoirsfordrinkingwater.Interwovenwiththisanalysisarelyricalandpoeticmeditationsonbeinginnature,milkingcows,walkingadog,theprocessofwriting,andwitnessingtheinvisiblelegaciesofslaveryandcolonialismintheireverydaylife.Theirabilitytoblendthehistoricalandpersonal,thetheoreticalandtheeveryday,isremarkable.Oneofthemostunique,striking,andbrilliantaspectsofthestudent’sworkisitsform.Themajorityoftheprojectishandwritten,exceedsacademicdiscourse,andintentionallyrefusestheregulationsofdisciplinarygrammarandspelling.Asthestudentwrites,“Iamnotinterestedinacademicpolishorlinearnarrative,infactIamactivelydisinterested.Thisintentionaldis-investmenthasledmetochoicesinprocessandproduct.Myworkisalmostentirelyhandwrittenwithouttheuseofspellingorgrammareditinginanattempttocentercontentanddecentercolonial/academicpracticesofauthenticationandstandardization.Thisis,inlarge,apersonalprojectforcingmetopushbackoninternalizedshamearoundacademicperformancethatIseeasconnectedtomyowninterpretationofcoloniallogics.”Bywritingbyhandandusingtheirowngrammaticalandspellingconventions,Thestudentrefusesthecolonialinheritanceembeddedinourmundaneusesoflanguage,structure,andstyle.Thewaythestudentbreakstheserulesissubtle,brilliant,andrefreshinglyoriginal.Italsoputsintothepracticetheanalysistheprojectasawholeadvances.Thestudentisquitesimplyanincrediblewriter.Theirproseisbeautiful,incisive,andoriginal.Theirwritingseamlesslymovesbetweenpersonalreflection,historicalanalysis,poetry,criticalanalysis,andthevoiceofanoriginaltheorist.Thestudentisabletotrulycentertheirpowerfulandpersuasivevoicethroughouttheirwork.Inaddition,theywereabletoplaywithstyleandstructureinwaysthatdramaticallyaddedtotheinsightandpoweroftheirwork.Boththeircommitteememberswerestruckbythepoweroftheirwrittenvoiceandhopetheycontinuetodevelopitoverthecomingyears.


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Insum,thestudentisanexceptionalandoutstandingthinker,writer,andstudent.Itwasatruepleasuretoworkwiththemandlearnfromthem.Theircommitteewasalsostruckbytheirkindness,patience,carefulness,andabilitytoholdfasttotheirvision.“OfDogsandDrones:ANarrativeRuminationonColonialismandAgricultureintheUS”constitutesaremarkable,insightfulandimportantcontributionintoourcontemporarymoment.Itisasolidbaseforfutureendeavorsandtheproductofanessentialvoicetoimaginingamorelivablefuture.“OfDogsandDrones:ANarrativeRuminationonColonialismandAgricultureintheUS”clearlydemonstratesthestudent’sabilitytoundertakehighquality,long-termindependentresearch,andfullysatisfiestheDivisionIIIrequirements.WewholeheartedlyandenthusiasticallyrecommendthatthestudentbegrantedthedegreeofBachelorofArtsandwishthemgreatsuccessinalloftheirfutureendeavors.(637words)

***************************2.FortheirDivisionIIIproject,thestudentdesignedanddevelopedamusicplayerbasedonanArduinomicroprocessor.Thegoalofthisprojectwasforthemtopracticeanddemonstratetheirskillsdesigningandimplementingbothhardwareandsoftwarecomputersystems.ThestudentdidverygoodworkintheirDivisionIIIprojectinallseparateareasoftheirproject,whichincludedhardwaredesign,softwareengineering,algorithmanalysisanddatastructures.Theycorrectlyanalyzedandusedcomplexhardwaredocumentationanddesignedasystemthatfollowedindustrystandards.Thestudentdemonstratedgoodunderstandingofsoftwareengineeringmethodologiesthroughtheappropriateuseofuserscenarios,casediagrams,sequencediagrams,andstatediagrams.Theyalsodidverygoodworkwhiledesigningandimplementingcomplicatedalgorithms,suchasasystemthatcrawledsegmentsofaharddisksystemandasystemthatimplementedacomplicatedmergesortalgorithmonanumberofindexfiles.Inaddition,thestudentdidgoodqualityworkwithinthefieldofoperatingsystemsbydesigningandimplementingacomplexboot-upsequence,andbydesigningandcreatingeasytouseinterfacemenus.InadditiontothisDivisionIIIproject,duringtheirfinalyearatHampshireCollegethestudentcompletedtwoadvancedlearningactivities.ThefirstoftheseactivitieswasworkingasateachingassistantinthecourseProgrammingforScience.ThesecondadvancedlearningactivitywasacourseinCircuitsandSystems.Thestudentperformanceinthesetwoactivitiesisdocumentedindetailelsewhereintheiracademictranscript.Bydoingallofthis,attheendoftheirDivisionIIIprojectthestudenthaddelvedintothefieldsofhardwareI/O,OperatingSystems,datastructures,algorithms,anddatabasesystems,alldirectedtowardsasingledevice.Thestudentcompletedallof


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theserelatedtaskssuccessfully,thuscompletingtheirself-designedDivisionIIIproject,thelastHampshireCollegerequirementforaBachelorofArts.(310words)

***************************3.Thisisanevaluationofthestudent’sDivisionIIIentitled“UrineasResource:PhosphorusRecoverythroughUrineDiversion.”Itinvolvedobtainingandreviewingscholarlyliterature,gatheringandassessingquantitativeandqualitativedata,andcreatingopportunitiesforthecommunitytodiscussopportunitiestoreusethenutrientsavailableinurine.FortheirAdvancedLearningActivities,thestudentcompletedbothanadvancedDivisionIIIseminar,inwhichtheyhonedtheirwritinganddevelopednewcommunicationskills,andanadvancedmicrobiologycourse,inwhichtheyexpandedtheirunderstandingoftherolemicroorganismsplayinmitigatingglobalproblems.Thestudent’sDivisionIIIprojectwaswellgroundedinthescholarlyliteraturerelatedtophosphorusutilization,itspresenceinthewastestream,andpotentialforrecoveryfromurine.Itwasverywellwritten,revealingintellectualgrowth,anabilitytodesignandconductindependentworkandengageinfinding,analyzingandapplyingacademicresearchskills.Thestudentengageddeeplyandpersonallywiththisproblem,broughttheirexperiencesandpassiontobearontheissueand,throughself-reflectionandaseeminglyfearlessapproach,createdopportunitiesforthecommunitytoengageintheirwork.Thestudentexcelledincompletingtheiradvancedindependentprojectandtheadvancedlearningactivities,demonstratinganabilitytoworkefficientlyandproficientlywhileengagingincriticalthinkingacrossdisciplinaryboundaries,andcompletedtheirfinalyearatHampshireCollegewithahighlevelofcommitment,skill,andmaturity;furthermore,theydemonstratedahighintellectualcapacityandpassionforresearch.Thecommitteecongratulatesthestudentontheirsuccessandwelookforwardtotheircontinueddedicationandworktowardsasustainablefuture.IntheirAdvancedIndependentProject,thestudentexploredthestoryofphosphorus,whichisanonrenewablebutessentialnutrientforalllifethatiswastedthroughvirtuallyeverystepofitsusagebyhumans.Themainobjectiveoftheirresearchwastoproposepotentialalternativesolutionstoitsrecapturefromthehumanwastestream,particularlyfromurine.Toaccomplishthis,they:1)soughtoutandreviewedexistingliteratureonwastewatertreatment,phosphorusutilizationandurinediversion,2)developedcasestudiesonalternativewastemanagementsystems,and3)interviewedurinedonorsabouttheirconcernsandperceivedbenefits.Thefinalproductisa115-pagedocumentthatexploresseveralhistoricalandmodern-daycasestudiesofphosphorusrecyclingthroughsewagereuseandtreatment,alongwiththeassociatedeconomicandenvironmentalbenefits.ItalsodescribesaseriesofinterviewstheyconductedwithurinedonorstotheRichEarthInstitute(Brattleboro,Vermont),thefirstcommunity-scaleurine-recyclingprograminthecountry,wheretheyalsointernedduringtheyear.Theinterviewssuggestthatfindingvalueinwhatthebody


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takesinandproducesmayplayanessentialaroleinbuildingawarenessaboutthisissueamongthegeneralpopulation.Whilethepiecedoesnotendbyofferingonesolution,itgivesbroadercontexttotheissuesandproposedsolutionssurroundingphosphorusscarcity.Theinformationfromthestudent’sprojectprovidesnewinsightsintothechallengesto,andstigmaassociatedwith,theconsiderationofurineasaresourcetobeutilized;italsoreferenceshistoricalapproachesofothersocietiestothisproblemfromwhichwecanlearn.(521words)

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RecommendationsInthisdocument,wemadesuggestionsforpracticesunderourcurrentpolicies.ThereareafewpolicychangesthatwerecommendthefacultychargeEPCtodiscussorsimplyvote.

CourseevaluationlengthSincetherangeinlengthofcourseevaluationsmakesthetranscriptdifficultforoutsidereaders,withafewgraduateprogramsrefusingtolookatourtranscripts,wesuggestahardcutoff.Thatis,wesuggestedcourseevaluationsbenolongerthan1200characters(withspaces)inpractice.WerecommendapolicythattheHubcutusoffat1250characterstotal.

DivisionIevaluationWesuggestthattheDivisionIevaluationbeeliminated.Instead,therewouldbeadescriptionoftheprogram(whichalreadyexistsontheHub)followedbyastatementthatthestudenthassuccessfullycompletedtheDivisionIprogram.

Rationale:DivisionIevaluationscanpotentiallyservetwopurposes:1)asaguideofthestudent’sstrengthsandareasforcontinuingimprovementandfutureacademicwork;and2)asareviewofastudent’sperformanceduringtheirfirstsemestersatHampshire.Wehaveevidencefromconversationswithoutsidereadersofourtranscriptsthatwhenevaluatingastudent’sacademichistory,theyprimarilyfocusontheworkcompletedinlatersemesters.Thatis,DivisionIevaluationscouldbeusefuladvisingtools,butoutsidereadersspendlittletimeonthem.Inaddition,ourtranscriptsincludeadescriptionoftheDivisionIprogramfollowedbycourseevaluations.Becauseofallofthis,andcombinedwiththefactthatinternaladvisingcommentariesareavailableelsewhere,werecommendthatDivisionIadvisorsspendtheirtimegettingstudentstoreflectontheirowngrowthratherthanincraftingtheDivisionIevaluation.

Documents

Guide to Narrative Evaluations for Faculty 1 17sites.hampshire.edu/...to-Narrative-Evaluations-for... · In this document, we include overarching principles about narrative evaluation,