Adaptation of the TEval framework to Improve Teaching Evaluations within a Pharmacy Practice Department

Wednesday 12:40 pm – 1:05 pm PT / 1:40 pm – 2:05 pm MT / 2:40 pm – 3:05 pm CT / 3:40 pm – 4:05 pm ET Online

Karen Moeller, University of Kansas Main Campus
Crystal Burkhardt, University of Kansas Main Campus
Cambrey Nguyen, University of Kansas Main Campus
Brittany Melton, University of Kansas Main Campus

Evaluation of teaching effectiveness in higher education has traditionally focused heavily on student evaluations, especially in annual reviews and for promotion and tenure. However, research has shown that student evaluations are unable to capture overall teaching outcomes and contain high levels of bias. In teaching, there are numerous materials available to help evaluate teaching effectiveness in addition to student evaluations, such as peer reviews, philosophy statements, examples of student works, and assessment data. The goal of our project is to describe our part in changing the culture of our department in using a multidimensional rubric to assess teaching effectiveness as part of the TEval project, a collaborative project of the Bay View Alliance that is funded by an NSF grant.

The Department of Pharmacy Practice joined the TEval project in January 2020 with the goal to improve the current peer review system of evaluating teaching practices in the department in order to promote effective and equitable educational methods. In addition to adapting the TEval framework to align with the department's structure, a pilot of two peer-triad groups was developed to assess the feasibility and utility of the framework. Through the success of the pilot program, we will be rolling out the framework to the entire department in the summer of 2021. We will first describe the development of the peer-triad groups and adaptation of the TEval framework. Secondly, we will discuss methods of department-wide formation of peer-triads, along with the role of each member in the triads and suggested documentation required in the triads. Lastly, we will review our department's goals for integration of materials (e.g. self-reflections, peer-evaluations) for faculty development and for promotion with or without tenure packet.

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Adaptation of the TEvalFramework to Improve Teaching Evaluations within a Pharmacy Practice Department (Acrobat (PDF) 761kB Jun6 21)

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Adaptation of the TEval framework to Improve Teaching Evaluations within a Pharmacy Practice Department -- Discussion  

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Please tell us more about how the triads are managed. Is participation voluntary or required? How did you get faculty to buy in to them?

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Originally Posted by Jean Hertzberg


Please tell us more about how the triads are managed. Is participation voluntary or required? How did you get faculty to buy in to them?



The pilot was voluntary but to integrate for the whole department it will be required for all to participate. The leaders of the department did not want any confusion on who was going to participate. The only people in our department who will not participate are the Chair and members that appointments in the Dean's office. We want people to feel safe in their triads and did not feel one could be open to challenges one experiences with administration in a triad.

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