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."

Matrix of institutional policy and practice innovations
A resource page from the Accelerating Systemic Change Network presents a matrix mapping institutional policies and practices that evaluate and reward teaching, scholarship, and service across higher education, particularly within STEM disciplines, developed by Emily Miller and Christine Broussard. 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.

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.

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.

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.

Three levels of chemistry educational research
This editorial page presents a typology of chemistry educational research, categorizing journal submissions into three levels based on their focus on chemistry-specific teaching and learning, and serves as a resource within the Accelerating Systemic Change Network for STEM education 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.

Career Framework for University Teaching: Background and Overview
A report page from the Accelerating Systemic Change Network presenting the Royal Academy of Engineering's 2018 Career Framework for University Teaching, offering a template to guide and assess faculty teaching effectiveness and promote institutional recognition of teaching excellence. 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.

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.

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.