Teaching Eval Shake-Up
Teaching Eval Shake-Up Flaherty describes recent changes in the tenure and promotion processes at two institutions, the University of Southern California and the University of Oregon, involving discontinuing the ...

AAU Framework for systemic change in undergraduate STEM teaching and learning
AAU Framework for systemic change in undergraduate STEM teaching and learning Outlines framework developed by AAU to guide institutional commitment to teaching and learning, including cultural change, scaffolding, ...

Does teaching advance your academic career?
Does teaching advance your academic career? Table: Examples of evidence that could be included in a promotion case for each level of teaching achievement, structured within four evidence domains. This table, taken ...

Three levels of chemistry educational research
Three levels of chemistry educational research In this editorial, the author provides a three-category typology of submissions received by the journal, based on the extent to which the submission is specifically ...

Catalyzing Institutional Transformation: Insights from the AAU STEM Initiative
Catalyzing Institutional Transformation: Insights from the AAU STEM Initiative The authors describe the development of AAU's Undergraduate STEM Education Initiative, the approach AAU took to building this ...

Yale University/Center for Teaching and Learning (CTL)
Contact: Jennifer Frederick; Yale University, jennifer.frederick@yale.edu
The CTL provides information about sources of feedback instructors can use to inform their teaching and also provides consulting services to faculty. Many sources of feedback are available to instructors to inform their teaching, including: self-reflection, students' mid-semester feedback, peer review of teaching, and end-of-term evaluations. Instructors should feel empowered to determine what methods fit the needs and context of their situation and to try out different approaches over time.

Career Framework for University Teaching: Background and Overview
Career Framework for University Teaching: Background and Overview This report provides a template for universities to guide and measure faculty members' teaching successes and achievements, with the goal of ...

Essential Questions & Data Sources for Continuous Improvement of Undergraduate STEM Teaching and Learning
Essential Questions & Data Sources for Continuous Improvement of Undergraduate STEM Teaching and Learning This resource complements AAU's Framework for Systemic Change in Undergraduate STEM Teaching and ...

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities
This is an article about how to align University practices with policies. It offers three examples of how institutions have begun projects to achieve this. It overlaps with the TEval resources, as two of the examples are TEval participants.Abstract: "Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member's career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education."

The Future of Undergraduate Education: The Future of America
The Future of Undergraduate Education: The Future of America This report provides a comprehensive national strategy, based on three practical and actionable recommendations, for supporting student success in the ...