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.

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.

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.

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.

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.

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.

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.

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.

Refining the Paradigm: Holistic Evaluation of Faculty to Support Faculty and Student Learning
A resource page from the Accelerating Systemic Change Network presents a holistic faculty evaluation framework emphasizing integrated assessment of teaching, scholarship, service, and professional development to support systemic reform in STEM 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.

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.