GALLAUDET UNIVERSITY SCHOOL OF EDUCATION, BUSINESS, AND HUMAN SERVICES ‘OFFICE OF THE DEAN May 15, 2017 Dr. Larry Medwetsky Department of Hearing Speech Language Sciences Gallaudet University Dear Larry: In accordance with the guidelines for notification of reappoint ment/non-reappointment for faculty members in their third year or beyond of tenure-track employment, this letter is to inform you that Dr. Matthew Bakke, former Chair of the Department of Hearing Speech Language Sciences and preparer of your D-RE, has recommended that you be reappointed for the next academic year, 2017-2018. I concur with his recommendation. While the Handbook of the University Faculty, and other related documents, address criteria to be considered in connection with reappointment, it should be understood that reappointment is discretionary, and not automatic. In all instances, employment is contingent on adequate funding, meeting or exceeding the expectations for acceptable performance as outlined in the University Faculty Handbook, and upon the needs of the program/department, college, and university. In reviewing your performance evaluation according to your department's criteria, your teaching, scholarship, and service are noteworthy. You have had a good year in teaching, not only here at Gallaudet University, but also at various venues, including Walter Reed National Military Medical Center, where you imparted knowledge in your field. Your scholarship continues to develop, even with your chair work, which can keep you busy. You have very active service work, including serving on the Bilingual Task Force and on the Senate, both of which are important committees and require substantial time commitments, According to The Handbook of the University Faculty, yout annual reappointment is contingent upon your development of ASL skills as indicated by your performance on the ASL Proficiency Interview (ASLPI), and/or demonstrated effort toward achieving ASL proficiency through other measures including classroom discourse observation, student evaluations, and evidence of involvement with ASL leaming opportunities. Therefore, I strongly urge you to continue to work on your ASL skills Please work with me and with the senior faculty in your department to discuss and establish your performance expectations for next year, as related to your department's mission and the university's mission and strategic goals. Please also discuss with me and establish your performance expectations in preparation for your tenure and promotion applications. According Hall Memorial Building ¢ 800 Florida Avenue, NE * Washington, DC 2000: 202-651-5940 * 202-651-5027(fax) * http://gallaudet.edu/sebhs 3695Dr. Larry Medwetsky May 9, 2017 Page 2 to the letter of hire, evaluation for continuous tenure must occur no later than the sixth year of your probationary period, which is academic year 2017-2018. T wish you continued success in your career here at Gallaudet University. Sincerely, Chadpt” Dr. Khadifat Rashid, Interim Dean c. Department File Provost Office Human ResourcesD-RE: REPORT OF EVALUATION Circle appropriate actiok Reappointment Merit Increase Promotion Tenure No Action Section |: Background Information A Name Larry Medwetsky, Ph.D. Department Hearing Speech Language Sciences School Education, Business, and Human Services B. Date of this evaluation: C. Rank 3/1/2016 Associate Professor | D. SCPI Rating Date of SCPI | ASLPI Rating: 2+ | Date of ASLPI: 02/10/2016 (a Ball "For Tenure, targeted ASLPI rang of or SCPI rating of Advanced is required For promotion. targeted ASLP rating of 3 or SCPI aling of Intermediate Plus is required. Ifthe rating is below the required score, please provide additional dacumentation, Guideines 68 6 2 ‘through 6.8.64 apply for 2016-2017 onwards E. Period of time covered by the evaluation: from 03/01/2016 to 02/28/2017 F. Does faculty member being evaluated hold a joint appointment with a separate administrative unit at Gallaudet or have administrative responsibilities external to the department (e.g., GRI, a second academic department, etc.?) YES (Circle one) If yes, write an explanation and attach it to this form, As part of this DRE, the following are attached: (a) Current vita (b) Student course evaluation summaries (c) Course syllabi Page 1 of 19ASL During the time frame encompassed by this DRE, Dr. Medwetsky engaged in a number of acti improve his ASL skills. These included: 1. Student in the PST: Classifiers-2 course in Summer’ 2016 2. Attended 11 ASL Gatherings sessions in the Spring of 2016, and 19 sessions in the Fall of 2016 3. Participated in the first ASL Immersion Day on May 10, 2016 4, Participated in HSLS Faculty ASL group tutoring in Spring’ 2016 5. During the Spring of 2017, Dr. Medwetsky is participating in CBTL 1-1 tutoring sessions with the goal of working on various aspects of ASL as ascertained by the instructor (i.e., areas in which the instructor deems would most be of help to Dr. Medwetsky) Dr. Medwetsky feels it is extremely important to enhance his ASL skills as much as possible so that he can contribute to Gallaudet University in the various capacities he seeks to serve in. He has sought to. make a difference by serving on various university committees; he has also sought to get to know his fellow chairs/colleagues in the various departments. Toward this endeavor, he has sought to enroll/participate in various ASL learning opportunities as he could so that he could ensure effective communication with deaf peers. For example, he has now completed all of the PST offerings through Gallaudet University, the last class being his enrollment in PST: Classifiers-2 in the Summer’ 2016. When no conflicts were present, Dr. Medwetsky attended as many ASL Gatherings sessions as possible. He has found these to be valuable, not only in enhancing his ASL signing skills but also in his knowledge of ASL theory. An additional benefit has been to meet many individuals who are conducting research regarding ASL at Gallaudet University; these individuals were invited to present on one of a number of ASL topics at sessions of ASL Gatherings). Dr. Medwetsky participated in the first ASL Immersion Day in May, 2016, which he found to be very valuable and he expressed his hope to the organizers that this could be expanded to an ASL Immersion Week. Last, even though he has taken every ASL, PST course available, he continues to seek to improve his ASL skills. This included participating in group ASL tutoring in the Spring of 2016, and he is now obtaining 1-1 CBTL tutoring 1x/weekly. His target is to achieve an ASLPI score of Level-3 by the end of the Spring’ 2017 semester. Page 20119Section Il: Teaching From UF Guidelines, Section 2.1.2.1 Teaching competence includes both expertise in the faculty member's field and the ability to impart knowledge deriving from that field to Gallaudet students. A competent teacher must possess the ability {0 communicate course content clearly and effectively; he/she must also be available to the students individually, responsive to their academic needs, and flexible enough to adapt curriculum and methodology to those needs. (Effective ‘communication as intended by this heading is separate from and in addition to proficiency in Sign Communication as outlined in Section 2.1.2.4] A. List of courses taught during evaluation period Spring 2016 HSL-826: Pediatric Aural Rehabilitation (3 credits) HSL-883: Research Project in Audiology (1 credit). This entailed mentoring four (4) Doctoral of Audiology students on their AuD project. PST777-OL1 Biopsychosocial Aspects of Hearing Loss. Served as a resource to the Peer Mentoring teacher. ‘Summer 2016 HSL- 826: ediatric Aural Rehabilitation (course taught to 1" year SLPs; 3 credits) Fall 2016 HSL- 862: Central Auditory Processing Disorders -- Evaluation and Remediation (3 credits) HSL- 883: Research Project in Audiology (1 credit). This entailed mentoring four Doctoral of Audiology students on their AuD project PST777-OL1 Biopsychosocial Aspects of Hearing Loss. Served as a resource to both the Peer Mentoring teacher and her teaching assistant Page 3 of 192016 Class E) Strongly Agree=5 Agree =4 3 Disagree=2 Strongly Disagree ] | Rating Scale - Evaluation Fall Summer_ Spring # of Participants 10 | 14 | 9 (though # of entries varied by | = a question) 862:CAPD | 826: Pediatric | 826 Pediatric __| AR: SLPs AR: AuD Course Evaluation Questions : The course provided important information. 46 ae 45, This course included engaging lectures, 45 42 44 | This course included appropriate 45 47 44 textbook(s)/readings. - - This course challenged me with appropriate tests. 46 48 |__ 50 This course contributed meaningfully to my 45 46 | (no entries) LL knowledge. AVERAGE 45 45 L446 Instructor Evaluation | Questions This instructor was well prepared. 43 45 44 | This instructor created an ‘engaging learning 47 4s 47 environment. = _ - This instructor motivated me to do my best. 48 47 46 This instructor was fair in testing and grading. 47 46 ed This instructor contributed | to my skills/knowledge._ 48 46 46 | AVERAGE \ 47 46 45 Page 4 0f 19B. List of other teaching-related activities (e.g., dissertation committees, course development, unique features, etc.) during the evaluation period. i. AuD program comprehensive exams (involved in the administering and grading of oral, written essay, and multiple choice comprehensive exams for 1", and 2"é year AuD students) i. AuD audiology admissions (involvement in coordinating aspects of HSLS Onsite Interview Day; participation in the admission interviews and final student selection for admission) ili. Served as a committee member for one Ph.D. student (who has completed both the oral and written candidacy portions and who is now working on her dissertation proposal) as well as serving as 2 Dissertation advisor for one Ph.D student (who is now completing the written portion of his candidacy requirements). iv. Oversaw the completion of four Audiology Capstone projects (HSL-883), Committee Chair: (2016) O Gabriella Fishman: “Effect of Talker Gender and Speech Stimuli Type on Speech Perception” 1 Jennifer Martin: “Tinnitus Pitch Matches using Bayesian Statistics” 1 Chelsea Matesi: “Assessing Audiologists’ Exposure, Knowledge, and Attitudes When Working with Culturally Deaf Individuals” D Ellen Park: “Comparing Monolinguals with Sequential Late Bilingual Listeners: A Spoken- Language Processing Study” v. Scholarship of Teaching and Learning Workshops and Conferences Attended * Attended workshops during Fall’2016 and Spring’2017 Gallaudet Professional Development weeks "Attended “Foundations of Clinical Education and Supervision in CSD” workshop (September 2016) One of six participants in the Faculty Learning Community (FLC) in Fall’ 2015 ~ Spring’ 2016; read/discussed principles in the book How Learning Works: 7 Research-based Principles for Smart Teaching" and how we could apply principles to our own classroom. Presented with other FLC members on this topic during Faculty Development Week, August 2016. C. Sources used in determining the rating: (check all that apply) _x__self-report _X_peers students Cc elassroom observation X__personal observation others, Page § of 19Narrative: The predominant pattern of students’ ratings and comments on Dr. Medwetsky’s course evaluations indicate that his students felt that the course information and the instructor's ability to convey the information as well as engage his students were such that most aspects were rated significantly above average. In approaching each class, Dr. Medwetsky’s goal is to focus not only on the content to be taught but as much as possible to (a) create a safe, fostering atmosphere whereby students feel truly supported by Dr. Medwetsky and feel at ease in posing questions and engaging in discussions (b) stimulate problem- solving and creative thinking skills, and (c) stimulate student passion for the field of audiology and for the work students will ultimately do on behalf of their clients Dr, Medwetsky recognizes that there is much to learn in becoming an effective teacher, and continually strives to improve his knowledge and skills in the teaching domain. In the past year, Dr. Medwetsky (a) attended Faculty Development workshops in the Fall (August, 2016) and (January, 2017) at Gallaudet University that were focused on various aspects of teaching such as- inclusive course design and use of online technologies to promote effective interactions with students; (b) participated in the Faculty Learning Community which consisted of a sponsored series of peer-attended classes of which there were six faculty, Using the text “How Learning Works: 7 Research-based Principles for Smart Teaching “ as a reference, we discussed various chapters in the text and how we could apply the strategies/techniques to our own classes. During the August Professional Development Week, each of us in the Faculty Learning Community presented to our peers on various aspects that we had learned/incorporated into the classroom setting; and (c) during the Fall’2016, attended the “Foundations of Clinical Education and Supervision in CSD” workshop, which was very helpful as the presenter incorporated techniques and strategies for working with/mentoring students. Some of what Dr. Medwetsky has incorporated into his classes include (1) mini-quizzes based on assigned readings prior to each lecture so that students can familiarize themselves with the material prior to class; {b) frequent probes of the material during class, and (c) in a number of classes, 10-15 minute group discussions of the assigned readings for that day at the onset of class. During this past year, Dr. Medwetsky began each lecture by summarizing what had been taught in the previous week as well as crafted “One Minute” questions posed to the class after the end of various sections as another opportunity for students to consolidate the information/concepts that had been taught. There are a number of goals as it pertains to incorporation of these techniques. These include: (a) increasing student participation, even among those who tend to be shy by having them participate in group discussions (thus, enabling them to be part of a group, which hopefully will help them to feel supported and possibly derive the confidence to engage more vocally in class; (b) creating a supportive atmosphere whereby student feel that they can ask questions in class without any trepidation or approach the instructor outside of class; (c) through multiple opportunities- such as readings, discussions, probing, etc. facilitating students’ long-term retention of the material; (d) students being able to generalize the material across novel but similar settings, through problem-solving/creative thinking activities , thus, serving as an expanded focus beyond a simple regurgitation of the material; and (e) probably most importantly, passion for Audiology. Page 6 of 19Dr. Medwetsky has also used the course evaluations as well as conversing directly with the students to enhance the learning experience in the various classes, including altering some of the content taught and readings assigned. Dr. Medwetsky feels that the students are a terrific resource as to how he can facilitate their learning experience, and, in turn, improve his own teaching ability. This has resulted in changes in how he conducts classes and presents material. For example, his classes are held in the evening and students are often exhausted by that time because many of them are involved in internships during the day. To maximize their ability to attend/process the information, students are allowed to stand/move during class and 2-3 minute breaks are provided every 20-25 minutes, rather than Dr. Medwetsky teaching for 1 % without a break. During breaks, unrelated video clips from YouTube, etc. are shown so that students can re-energize and be as maximally engaged as possible, Dr. Medwetsky also incorporated information he gleaned in previous years from faculty development workshops offered during lunchtime- such as how to. develop effective syllabi and rubrics. Utilizing this knowledge, he worked hard on developing syllabi that ensure clarity, are well organized, thorough in describing assignments and clear as to what is expected in the various assignments by incorporating well- developed rubrics. Classes taught in 2016 HSL 826: Pediatric Aural Rehabilitation This course introduces students to the assessment and treatment of children with hearing loss and possible additional disabilities (such as learning disability). This course builds on what students have earned in the Adult Aural Rehabilitation class by adding to that knowledge as it pertains to the specific needs of the pediatric population. In the spring, Dr. Medwetsky taught 2 year AuD students, while in the summer session he taught 1* year SLP students Regardless of whether they are speech or audiology students, student learning outcomes include: (@) understanding the effects of hearing loss on speech and language perception and production; (6) understanding the impact of hearing loss on the psychosocial and educational functioning of the child, (c) increasing the knowledge of the various communication approaches available, while developing a sensitivity to parents’ needs and awareness/sensitivty to “Deaf culture; (d) learning effective counseling strategies when working with family members as it pertains to issues related to the child's hearing loss: and (e) evaluating communication needs, and, in tum, learning effective intervention approaches for children with hearing loss and possible additional disabilities. In teaching this course to two different student populations (i.e. Audiology as well as Speech-Language students), Dr. Medwetsky tailored the course to the students’ somewhat different needs/knowledge base. For example, as it pertained to the audiology students he focused on issues related to pediatric amplification and educational audiology, while for the speech students there was an increased focus on the speechilanguage issues as they applied to deaf/hard of hearing (HoH) students. ‘Some of the challenges that Dr. Medwetsky has experienced in teaching this class has been in helping students better understand the relationship of speech acoustics and hearing loss. Each year he has incorporated new techniques to foster an increased understanding of the material, and recently he incorporated hands-on activities as well as a YouTube video to help students consolidate their understanding of this material. Page 7 of 19Dr. Medwetsky has also worked hard to ensure student objectivity as it pertains to the various communication/educational approaches that are available and to develop sensitivity and awareness of Deaf culture. This has included the incorporation of student group presentations as well as student papers cn the merits of the various communication approaches. In addition to the aforementioned, students have the opportunity to visit school settings for students with hearing loss that offer different communication approaches HSL862; Central Auditory Processing Disorders ~ Evaluation and Remediation In addition to working with individuals with hearing loss, audiologists may be asked to examine the central auditory processing skills of children/adults exhibiting processing related difficulties, even though these individuals have no apparent hearing loss present. Difficulties may be manifested as learning/academic related difficulties and as difficulties at work/everyday life settings in the adult population Student learning outcomes include: (a) developing a basic understanding of the anatomy/physiology of the central auditory nervous system; (b) understanding how breakdowns in various physiological substrates/processing mechanisms can be manifested in everyday life; (c) learning various test instruments to assess for/categorize types of difficulties present; (d) a framework for analyzing the results obtained, and, in tum (e) developing an awareness of the various interventions that can address the underlying deficit. To optimize the students’ understanding of the various assessments available to assess for CAPD, students are required to pair up and assess each other on the various tests covered in this course, and ‘answer a number of questions pertaining to the administration’ findings for each test. The goal is to provide students with hands-on experience in administering each test, thereby increasing familiarity with test administration as well as an opportunity to experience the testing from a client's perspective. A separate project entails the students testing any individual of their choice (preferably someone they suspected of having possible processing related difficulty), and enter the case history and test results into a report template, thus, applying the knowledge that they have gained- thus connecting content to a simulated real-world situation. Students have the ability to select from various implications and management recommendations that are included in the template that are appropriate relative to the results they have obtained. By engaging in this task, students are able to translate all of the various aspects learned in class to where they can administer a comprehensive evaluation and craft a detailed report. ‘A challenge in teaching this course is that presently there is no consensus as to what comprises central ‘auditory processing or a test battery that should serve as a standard. There are different processing models that have been proposed, each with a different philosophical underpinning. In this course Dr. Medwetsky presents various approaches, including the pros/cons of each approach. A special challenge has been that one of these approaches is one that he has developed himself. Thus, he has been engaged in a balancing act in presenting all of the various approaches in an objective manner, while presenting what he believes is the effectiveness of his model relative to the other approaches. E. Rating: (circle one) Unsatisfactory Satisfactory. Commendable ( Outstanding Page 8 of 19Section III: Scholarship/Creative Activity/Research From UF Guidelines, Section 2.1.2.2 ‘Competence inthis area means that a department member is expected to continue to grow in his/her field, and contribute fo and remain aware of developments within Evidence of such growth and contnbution may include a vanety of creative or artistic endeavors, tractional Seholarshp and research. presentations at workshops or meetings al professional societies. advanced study, cngination and administration of frants, authoring of textbooks, workbooks, software, classroom materials, and so an A. List of scholarly, creative, research activities conducted during evaluation period. Publications 1. Medwetsky L (2016). Confidence comes when you truly find yourself. Hearing Loss Magazine. November-December: 29-32. 2. Medwetsky L (2016). Auditory brainstem response testing for early detection of hearing loss and abnormalities of the auditory nervous system. Hearing Loss Magazine. July-August: 40-43, 3. Medwetsky L (2016). Otoacoustic emissions testing: A critical procedure for detecting hearing loss. Hearing Loss Magazine. May-June: 20-23. 4. Medwetsky L (2016). can hear but I can’t understand, Hearing Loss Magazine. March-April: 28-30. Interview for Publication Blum, H. (2017). The Assistive-Tech Future is Hear. The ASHA Leader; 22(2): 52-59. Presentations 1. Presentation at the 2nd Annual CHIP Conference: A Call to Connect: Communication, Partnership and Community Building. Montreal, Canada. Title: Maximizing Everyday Connectivity: A Never Ending Discovery Process Presentation at the Best Practices Employer Workshop at Gallaudet University. Title: Understanding Hearing Loss and Communication in the Workplace Presentation to the Hearing Loss Association, Maryland Chapter. Title: 4 Hearing Needs Assessment: Individualizing the Recommendations Presentation to the Hearing Loss Association of America- Chapter PG County. Upper Marlboro, MD. Title: The Impact of Hearing Loss on Everyday Life and the Age of Technology: Presentation at the Hearing Loss Association of America convention, Washington, DC, Title: Understanding the Audiogram and Audiometric Testing: So What? Presentation at the Hearing Loss Association of America convention, Washington, DC. Title: Hearing Aid Connectivity: Bridging a Closer Connection to the World of Sound Presentation at the Louisiana Speech and Hearing Association convention, Lafayette, La. Title: The Spoken-Language Processing Approach: Broadening our Conceptualization of Central Auditory Processing Page 9 of 198. Presentation at the Louisiana Speech and Hearing Association convention, Lafayette, La. Title: Comprehensive Approach to Assessing/Managing Spoken-Language Processing Disorders (S-LPD) 9. Presentation at the Louisiana Speech and Hearing Association convention, Lafayette, La. Interpreting Spoken-Language Processing Test Findings: Not that Straightforward 10, Presentation to the Hearing Loss Association of DC. Title: A Hearing Needs Assessment: Individualizing the Recommendations 11, Presentation at the American Academy of Audiology, Phoenix, AZ. Title: Spoken-Language Processing Approach: Encompassing Auditory Processing Within a Broader Framework 12. Presentation at the American Academy of Audiology. Phoenix, AZ. Title: Interpreting Central Auditory Processing Test Findings: Not That Straightforward 13. Presentation at the American Academy of Audiology, Phoenix, AZ (collaboration with Chri Yoshinaga-Itano, University of Colorado). Title: Auditory Discrimination of English Phonemes Hierarchy of Difficulty _X_selfreport _x_peers _x___personal observation other B. Narrative: In his role as the “Technology Expert’ for Hearing Loss Magazine- a production of the Hearing Loss Association of America, Dr. Medwetsky wrote four articles in the 2016-2017 academic year. These articles Varied in the topics covered, including (a) one article that reviewed visual systems for face-to-face ‘communication: (b) two articles concerning various objective audiometric procedures utilized by audiologists to assess infants, difficult-to-test clients, and individuals suspected with a possible central auditory nervous system pathology; and (c) one article addressing psycho-social aspects related to hearing loss. Dr. Medwetsky also conducted numerous presentations in 2016 to: (a) various professional organizations nationally and regionally to audiology and speech-language organizations; (b) consumer-based organizations such as the Hearing Loss Association of America (HLAA) Annual convention, as well as to regional chapters of HLAA; and (c) a consumer-based organization in Canada. In addition, Dr. Medwetsky presented on behalf of Gallaudet University at a conference held at Gallaudet to employers within the Greater Washington area, his topic being on strategies for effective communication with individuals with hearing loss in the workplace. Topics presented to professional organizations ranged from discussion of his spoken-language processing model (i., his conceptualization of the mechanisms underlying spoken language processing), the assessment and possible subsequent interventions of various spoken- language processing deficits, as well as his research examining the interpretation of test results from a number of instruments purported to ascertain specific auditory processing deficits. At the American ‘Academy of Audiology, he co-presented with Dr. Christine Yoshinaga-Itano on his conceptualization of the hierarchy of difficulty as it pertains to the auditory discrimination of various speech contrasts. This hierarchy is being assessed by Dr. Yoshinaga-Itano relative to the age in which infants master discrimination of various English phonemes and whether this aligns with predictions from Dr. Medwetsky's conceptualization Page 10 of 19C. Rating: (circle one) Unsatisfactory Satisfactory (Commendable) Outstanding Page 11 of 19Sect n IV: Service From UF Guidelines, Section 2.1.2.3 ‘The educational process is not limited tothe classroom: competence as a department and faculty member therefore requires service in one fom or enother According fo the individuals interests and skis, contributions of service may be made fo the student body (eg. academic ‘dvising, sponsoring of student ectvites, etc), the academic department (service on committees, coordination of mult:section courses. tte) the school, he universty (library liaison, faculty commitees, pubic relations actives, outreach, et). the community, and professionel ‘organizations. A faculty member is 2lso expected fo participate responsibly and with professional and intellectual candor in department ‘sohool, and faculty activites. A. List of service activities engaged in during evaluation period: University "Committee Member- Faculty Senate "Committee Member- Faculty Executive * Committee Member- Gallaudet Bilingual Task Force Department = Chair, Department of Hearing, Speech, and Language Sciences = Search Committee- Chair: Program Support Specialist, 2016 + Search Committee- Member: Manager- Clinic Operations 2016 = Search Committee- Speech Language Pathology clinical educators ‘AuD Program = HSLS AuD program Admissions- committee member * AuD Comp Exams- committee member = Faculty advisor to the Students Academy of Audiology (SAA)- Gallaudet chapter Community = Professional Advisory Board member- National Hearing Loss Association of America Peer Reviewer-Professional Journal submissions (2016) “Expectations of the hearing-impaired regarding assistive communication technologies” Submitted to the Assistive Technology Journal. (2016) “Auditory processing testing: In the test suite versus outside the test suite”. Submitted to the Journal of the American Academy of Audiology. Page 12 of 19‘Sources used in determining the rating: (check all that apply) self-report peers personal observation other B. Narrative: In 2016, Dr. Medwetsky engaged in a number of service activities on a number of levels, including: (a) University; (b) HSLS Department; (c) AuD Program; and (d) Community outreach. Dr. Medwetsky is on a number of faculty committees, where he provides input on a number of faculty-driven initiatives as well as provides comments to issues that arise during the course of the year. He finds that he ‘committee and he hopes to forge collaborations as well as generate better awareness between the various departments. Dr. Medwetsky is extremely grateful in being asked to join the Gallaudet Bilingual Task Force as this initiative will help shape a number of goals within Gallaudet University’s Strategic Plan, including serving as a guide to Gallaudet constituents as to how we will ‘communicate/interact with each other on campus with an inclusive focus for all. also benefitting from the networking opportunities that arise from his work on the various Serving as Chair of HSLS for the past year has been a tremendous responsibility but a rewarding one as well. Dr. Medwetsky has sought to establish a team-oriented approach to developing policies and moving forward on various initiatives, including (2) Selecting and incorporating new clinic patient management software; (2) Setting into place enhancement/development mechanisms for the clinic/university websites; (3) Addressing department equipment needs; (4) Examining program needs (faculty, resources); (5) Developing formal collaborations with external entities; (6) Enhancing awareness between various departments by inviting faculty from other departments to present at department meetings, etc. Dr. Medwetsky served on a number of HSLS search committees that sought to hire (a) a Program Support Specialist; (b) a Manager, Clinical Operations; and (c) speech clinical educators, Dr. Medwetsky was also involved in a number of AuD program aspects, including those that addressed the AuD admissions process, as well as the comps and candidacy exams. He also continues to serve as the faculty advisor to the Students Academy of Audiology (SAA)- Gallaudet chapter. Recently, Dr. Medwetsky was asked to serve on the professional advisory board of the Hearing Loss ‘Association of America. In this capacity, he is serving as a resource relative to a number of topics that are of concern to hard of hearing individuals at a national level. Last, in recognition of his expertise in a number of areas in Audiology, Dr. Medwetsky was asked to serve as a peer-reviewer for two articles submitted to different journals. Page 13 of 19D. Sources used in determining the rating: (check all that apply) self-report peers personal observation other E. Rating: (circle one) Unsatisfactory Satisfactory Commendable Section V: Professional Integrity A. Narrative: Dr, Medwetsky is highly focused on ensuring that students derive the best educational experience they can while at Gallaudet University. He strives to promulgate a supportive and respectful demeanor to all ‘students while maintaining his role as an intellectual guide and mentor. The latter comes across strongly in his course evaluations. His interactions with his peers always strive to be positive, inclusive and supportive. When objective criticisms are necessary, he seeks to provide feedback in an objective manner without rancor, and perhaps more importantly, to accept feedback thoughtfully and collegially. ‘As much as possible, Dr. Medwetsky seeks to create a positive atmosphere and learning experience, both in the classroom as well as in his interactions with his colleagues. He believes that learning is best achieved in a positive, reinforcing environment- one in which students feel safe in voicing their opinions and receiving feedback. Dr. Medwetsky also feels that individuals work best when staff morale is high, ‘one in which they feel listened to and respected. B. Rating: (circle one) Unsatistcton( Satisfactory) Page 14 of 19Section VI: Rating Summary and Calculation of Points [ASL Proficiency — First three For Tenure: ASLPI targeted score of 2+ | areas of | evaluation _| | Ifthe rating is below the required score, provide additional documentation Unsatisfactory | | (6.8) points Satisfactory Or SCPI of Advanced or higher __| =i point __ | For Promotion/Merit Increase: ASLPI targeted score of 3 | Commendable | | ir the rating is below the required score, provide additional documentation points ea) Outstanding = 3 points Or SCPI of Intermediate Plus or higher Page 15 of 19, For 2016-2017 onwards, Guidelines 6.8.6.2 through 6.8.6.4 will apply || ‘Areas of Evaluation Rating | Merit (circle) _| Points 7. Teaching usc@ |3 2. Scholarship/creative |US©O |2 i activity/research _ [°3. Service - usc© |3 ‘4, ASL Proficiency NIA ‘ASLPI date: 5/6/2014 2+ |___SCPI date’ : a (5. Professional integrity | U © Total:Section VII: Personnel Action Criteria Merit increase -6 Levels (45 points) Promotion Tenure For TT or Tenured, at least 4 points in the first three areas of evaluation For pre-TT or NTT, at least 3 points in two areas of evaluation No Unsatisfactory rating in any area, ASCPI rating of Intermediate Plus or better. OR a target ASLPI rating of 3 or additional documentation of progress in ASL. For TT or Tenured, at least 6 points in first three areas of evaluation For pre-TT or NTT, at least 4 points in two areas of evaluation No Unsatisfactory rating in any area, ASCPI rating of Intermediate Plus or better. OR a targeted ASLPI rating of 3 or documentation of progress in ASL. Qualifications and criteria specified in Guidelines 7.5 Time in rank requirements (Guidelines 7.43 oF 3.2.5/3.2.6) Section VIII: Summary/Recommendations ASL In the area of ASL development, Dr. Medwetsky has made Herculean efforts to accomplish the language learning goals of this bilingual University. While he has not achieved the target level of 3, he has accomplished an ASLPI rating of 2+ and has made great progress during his time here from being essentially a novice signer to being able to participate fully on campus using ASL, albeit still requiring some assistance from interpreters at fast-moving meetings and when expressing complex thoughts about academic issues at Gallaudet. In his portfolio, he has shown documentation of the efforts and progress he has made, in accordance with the UF Handbook. Note, too, that he has included plans and goals for the further acquisition of ASL knowledge and skill. It is recommended that Dr. Medwetsky forge on to greater and greater progress in ASL. It is important for him to be a role model for our students and an inspiration to others on our faculty, especially new faculty members as they are hired to replace retirees over the next few years. The basic recommendation from this evaluator is “keep up the good work!” Teaching in the area of teaching, Dr. Medwetsky has earned a rating of outstanding. This rating is the result of comparing his reported accomplishments over the past five years with the teaching rubrics of the HSLS faculty evaluation guidelines. Over the period of this evaluation, he has demonstrated markedly above average’ 1. Academic preparation and expertise in hs field and the ability to impart knowledge derived from the field to Gallaudet students, Ability to plan and implement instruction and assess learning for diverse students Ability to communicate course content clearly and effectively. Availability to individual students and responsiveness to their academic needs. Flexibility in adapting curriculum and methodology to meet students’ needs, Page 16 of 19Dr. Medwetsky has consistently met minimum syllabi requirements of CGE, and his syllabi have been well formatted. Furthermore, students’ ratings and comments on course evaluations support a rating of outstanding for teaching. Inspection of the evidence provided by Dr. Medwetsky’s portfolio weighed against each of the criteria listed in the HSLS Faculty Evaluation Guidelines have indicated that he has earned a rating of outstanding in teaching, Itis recommended that Dr. Medwetsky continue to actively seek to take advantages of all opportunities to increase his knowledge and skills in the scholarship of teaching. Again, the recommendation of this evaluator is to keep up the good work. ‘Scholarship/Research In the area of research and scholarship, Dr. Medwetsky has earned a rating of commendable based on his accomplishments in this area over the past four years. This rating is based on the faculty evaluation guidelines rubric for Research, Scholarship, and Creative Activities (RSCA). The rubric lists four criteria that are indicators of a rating of commendable: 1, Continued awareness of developments within the Hearing, Speech, and Language Sciences field. 2. Participation in multiple RSCA that promote continued professional growth and a significant contribution to the HSLS profession and individuals served by audiologists or speech language pathologists. 3. Evidence of at least one self-initiated RSCA product or activity. 4, Apreponderance of peer evaluations for the D-RE supporting a commendable rating for RSCA. Dr. Medwetsky has demonstrated by his portfolio that he has met the commendable level of performance as determined by the HSLS Department Faculty Evaluation Guidelines. His deep involvement in the professional ‘community through conference presentations, a book chapter and professional publication; the multiple RSCA products in which he has taken active roles and the self-initiated nature of most of those products attest to the accuracy of this rating. ‘The evidence is clear that Dr. Medwetsky has earned a rating of commendable for Scholarship/Research. It is of course highly recommended that Dr. Medwetsky continue to work to set up his research lab and work toward publishing high quality research in peer-reviewed journals, as he plans. Having completed one year as Chair Of HSLS, it is recommended that he begin identifying a successor to take over those responsibilities in two more years so that he will have a chance to focus more of his time and energy on research, Service Dr. Medwetsky has earned a rating of outstanding for service based on a comparison of his accomplishments in service on the one hand and the Department Faculty Evaluation Guidelines rubric for service on the other hand. He has demonstrated: 1. Evidence of numerous and various service activities to one or more of the following constituencies: Department, University, Profession or Consumers of HSLS services. 2. That he participates responsibly and with professional and intellectual leadership in service activities, leading toa significant impact as a result of that service, Dr. Medwetsky’s portfolio provides strong evidence for the rating of outstanding in this area. His departmental service has been extraordinarily selfless and supportive of faculty, staff and students who serve and are served by Page 17 of 19the department. His service as chair, interim clinic director, search committee member and chair and his great contributions to the enlistment of promising students all testify to his excellence in this area. Likewise, his willingness to serve the University by working in faculty governance has been extraordinary for someone who arrived here only four and a half years ago. His service on the Grievance Committee, Faculty Senate, Faculty Executive Committee and Bilingual Task Force; and the feedback he has received from those he worked with on those committees, also testify to the excellence of his faculty service, With all those commitments to service on campus, he still found time to provide service to the profession and the community it serves in many various ways, including serving on an advisory board, reviewing research papers, writing consumer-oriented literature, and interviewing with media outlets. It is recommended that Dr. Medwetsky continue his service activities into the future, but look toward a future in which his service as Department chair is complete so that he can move on to making contributions to the department, university, profession and community without sacrificing his academic and scholarly goals. Page 18 of 19Section IX: Recommendations Based on this evaluation and the criteria for personnel actions summarized above, the following action is recommended: (Check where appropriate) V Reape Merit Increase: (Number Points Earnes tment Non-reappointment Tenure Dismissal —)) Promotion to new Rank: nevewer Millis I Soht- Ji... fF ) Jap /'s 9/7 = pate 2/78/21 Date__3/1/2D\ 1 Dean Faculty member ¢emments (optional) Faculty Member?, Date * Hf this evaluation pertain ta department Chair, the Dean or other depariment member designated by the Dean wil prepare and ign the form 2 A faculty member’ signature does not necessariy indicate agreement withthe contents of the evaluation, Page 19 of 19