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."

Teaching Eval Shake-Up
A resource page from the Accelerating Systemic Change Network discussing institutional shifts in faculty evaluation, highlighting the University of Southern California and University of Oregon's move to discontinue student evaluations in tenure and promotion decisions. 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.

Describing & Measuring Undergraduate STEM Teaching Practices
A resource page from the Accelerating Systemic Change Network (ASCN) that presents a report on methods for describing and measuring teaching excellence in undergraduate STEM education, emphasizing assessment practices, faculty evaluation, and institutional systems supporting systemic reform 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.

A Better Way to Evaluate Undergraduate Teaching
A journal article page proposing an improved method for evaluating undergraduate teaching at research universities using the Teaching Practices Inventory, emphasizing assessment, faculty evaluation, 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.

Does teaching advance your academic career?
A resource page from the Accelerating Systemic Change Network that examines how teaching impacts academic career advancement, featuring a table of evidence for promotion cases based on teaching achievement, drawn from a Royal Academy of Engineering report on evaluating teaching in higher education tenure and promotion decisions. 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.

Progress Toward Achieving Systemic Change: A Five-Year Status Report on the AAU Undergraduate STEM Education Initiative
A report page presenting a five-year status assessment of the AAU Undergraduate STEM Education Initiative, covering systemic change progress through instructor surveys, departmental policy analyses, and learning space evaluations, with emphasis on faculty evaluation, non-tenure track roles, and institutional reform. 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.

AAU Framework for systemic change in undergraduate STEM teaching and learning
A resource page detailing the AAU Framework for systemic change in undergraduate STEM education, covering institutional commitment, cultural transformation, pedagogical strategies, and faculty evaluation, developed by the Association of American Universities as part of its STEM education initiative. 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.