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."

Catalyzing Institutional Transformation: Insights from the AAU STEM Initiative
A journal article page detailing the AAU Undergraduate STEM Education Initiative’s strategies for institutional transformation, including its network-building approach, outcomes, and recommendations for systemic reform in undergraduate STEM education, faculty evaluation, and alignment of academic work with change efforts. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Evaluating Discipline-Based Education Research for Promotion and Tenure
This journal article page from the Accelerating Systemic Change Network addresses the evaluation of discipline-based education research (DBER) faculty for promotion and tenure, offering guidance on assessing scholarly accomplishments within STEM departments, with metadata indicating its focus on faculty evaluation, DBER, and systemic change in higher education. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

CIRTL: Center for the Integration of Research, Teaching, and Learning
This webpage is a resource entry within the Accelerating Systemic Change Network (ASCN) portal, detailing the Center for the Integration of Research, Teaching, and Learning (CIRTL), including its mission to enhance STEM education by preparing future faculty as both effective teachers and researchers, along with information on membership, activities, publications, and proper citation. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Essential Questions & Data Sources for Continuous Improvement of Undergraduate STEM Teaching and Learning
A resource page providing essential questions and data sources to support continuous improvement in undergraduate STEM education, aligned with AAU's Framework for Systemic Change, focusing on evidence-based teaching, equity, inclusion, and institutional assessment. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Aligning practice to policies: changing the culture to recognize and reward teaching at research universities
This webpage is a scholarly resource detailing systemic challenges in recognizing and rewarding teaching at research universities, discussing the misalignment between institutional policies and tenure practices, and offering guiding principles and case studies for cultural change in higher education, particularly within STEM disciplines. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

New Faculty Workshop in Physics
A resource page for the New Faculty Workshop in Physics, a long-standing professional development program led by disciplinary societies that enhances faculty adoption of active learning strategies and systemic change in STEM education. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.