Teaching Evaluation Critical Resources
Change Topics (Working Groups)
Target Audience
Results 1 - 10 of 19 matches
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."
Target Audience: Graduate Students, Tenured/Tenure-track Faculty, Institution Administration, College/University Staff, Non-tenure Track Faculty
Resource Type: Journal Article
Program Components: Institutional Systems:Evaluating Teaching, Incentive/Reward Systems, Professional Development:Course Evaluation
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 ...
Target Audience: Non-tenure Track Faculty, Institution Administration, Tenured/Tenure-track Faculty
Resource Type: Website, Report
Refining the Paradigm: Holistic Evaluation of Faculty to Support Faculty and Student Learning
Refining the Paradigm: Holistic Evaluation of Faculty to Support Faculty and Student Learning The authors present a holistic approach to evaluating faculty work that includes an integrated perspective on teaching, ...
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty
Resource Type: Report
Aligning practice to policies: changing the culture to recognize and reward teaching at research universities
Aligning practice to policies: changing the culture to recognize and reward teaching at research universities In this review, the authors highlight the gap between existing policies at many research institutions, ...
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Resource Type: Journal Article
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 ...
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Resource Type: Report
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 ...
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Resource Type: Report
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 ...
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty
Resource Type: Journal Article
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.
Target Audience: Graduate Students, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, College/University Staff
Resource Type: Booklet, Website
Program Components: Professional Development:Diversity/Inclusion, Course Evaluation, Cultural Competency, Accessibility, Institutional Systems:Evaluating Teaching, Incentive/Reward Systems
Matrix of institutional policy and practice innovations
Matrix of institutional policy and practice innovations This developing resource (created by working group leaders Emily Miller and Christine Broussard) maps the landscape of policies and practices that evaluate ...
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty
Resource Type: Report
Evaluating Discipline-Based Education Research for Promotion and Tenure
Evaluating Discipline-Based Education Research for Promotion and Tenure As the number of DBER faculty members in STEM departments grows, the purpose of this essay is to facilitate the evaluation of scholarly ...
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Resource Type: Journal Article