Faculty reflections as a mechanism to improve teaching and learning

Traditionally in the chemistry departments, student response to course evaluation forms have been used as the most common method of faculty teaching evaluations. However, for our knowledge there are no studies that showed the feedback faculty receive from student evaluations help improve teaching and learning. Additionally, although untenured faculty typically receive classroom visits from the members of Reappointment, Promotion and Tenure committee (RTP), there is no evidence to support that this form of evaluation leads to improved teaching and student learning outcomes.

In our current project, we are proposing a different mechanism to support improved teaching and learning. Our approach involves providing structured support for faculty to engage in teaching reflections which in conjunction with changes in recognition and reward systems may lead to improved teaching and learning. Specifically, in the first phase of the new mechanism, faculty are supported to identify course goals, develop a learning objective, design assessments and instruction materials. In the second phase, faculty will collect and analyze student assessment data and write a reflection on the student performance and the impact of the changes they implemented on the teaching and learning. Faculty are supported in these processes through bi-weekly teaching meetings where they engage in discussions about topics related to teaching and learning such as developing learning objectives, equitable assessments, alignment of learning objectives, assessment, and instruction. The reflections that faculty generate will be used in the yearly evaluation process, and for tenure and promotion as evidence for faculty engagement and commitment to improving teaching and learning. Through these mechanisms we aim to shift the culture in the chemistry department to a place where evidence-based teaching practices are the norm and are valued by all stakeholders.