Documenting Teaching Effectiveness

Resources for Documenting Teaching Effectiveness

PowerPoint Presentation on Documenting Teaching and Mid-Course Adjustments

Links to research on student learning:

“Researchers are discovering ways to learn from the ‘wisdom of practice’ that comes from successful teachers, ”How People Learn: Brain, Mind, Experience, and School (Bransford, Brown, and Cocking, 2000)
“Good Practice Encourages Contacts Between Students and Faculty” (Chickering and Ehrman, 1998)
Greater Expectations: Developing Intentional Learners who are empowered, informed and responsible (AAC&U, 2003).

Evaluation of Teaching in Promotion and Tenure Documents

Andrew Young School of Policy Studies (intranet access)
- AYSPS Student Evaluation of Instruction form
College of Arts and Sciences
- 5a. Teaching Effectiveness
  Candidates for promotion and tenure must submit evidence of teaching effectiveness that includes, but goes beyond, the results of student evaluations. This evidence might include peer evaluation, representative syllabi, selected examinations and quizzes, reading lists or handouts (or comparable information given to students), a list of special projects, theses and dissertations directed, and an indication of teaching awards and student accomplishments.
  A&S Student Evaluation of Instruction form
College of Education

3.20 Teaching
Teaching represents professional activity directed toward the dissemination of knowledge and typically involves teaching in the university classroom. Teaching activities may also include the delivery of instructional workshops and the like to professional peers and practitioners, as well as the development of new courses, programs, instructional approaches, textbooks, and other curricular materials for both university and other students. Judgments of the quality of teaching activities are based on student or other participant evaluations, examination of course syllabi and other
course materials, peer evaluations when available, and critical review and acceptance of teaching products.
COE Student Evaluation of Instruction form

College of Health and Human Sciences

1. Teaching
Teaching is defined as any professional activity directed toward the dissemination of knowledge and skills and typically involves teaching in the university classroom.

Activities include but are not limited to the supervision of student independent studies or other special projects and chairing or serving as a member on master’s thesis or project and/or doctoral dissertation committees. Teaching activities may also include the delivery of instructional workshops, training seminars, and the like to professional peers and practitioners, the mentoring of other faculty members in the teaching process, and the development and implementation of new courses, programs, instructional approaches, textbooks, and other
curricular materials for both university and other students. These materials come from a variety of sources that reflect different dimensions of teaching performance.

Judgments of the quality of teaching are based on a variety of evidence, including student or other participant evaluations, examination of course syllabi and other course materials, peer evaluations, teaching awards,
contributions to student accomplishments, and a course or teaching portfolio. Evaluation of the quantity of teaching takes into consideration the extent of administrative responsibilities as well as the teaching history, i.e., the number of courses taught, the types of courses, the number of students, and the number of times the faculty member has offered the course.
CHHS Student Evaluation of Instruction form (pending)

College of Law (not available publically)

Robinson College of Business
- Teaching. Where the assigned workload of a faculty member (whether tenure track or non-tenure track) includes teaching, effectiveness is a necessary condition for promotion. Teaching is defined as any activity undertaken by a faculty member within the formal academic programs of the College that contributes to the efforts of students to acquire intellectual skills, to extend knowledge and understanding, or to develop attitudes and habits that foster continuing growth. Examples of such activities include, but are not limited to, course and program development and improvements, instruction, counseling and advising of students, and service on doctoral dissertation committees.
  For non-tenure track faculty whose assigned workload consists primarily of teaching responsibilities, the criteria for promotion from assistant to associate are excellence in teaching and demonstrated evidence of teaching scholarship. An additional criterion for promotion to professor is national prominence in teaching scholarship. Accomplishments in discipline-based scholarship of discovery will complement but not substitute for accomplishments in the scholarship of teaching. Teaching scholarship should be demonstrated through teaching creativity and innovation and must be disseminated in public forums that provide the opportunity for critical evaluation and adoption. Publications in pedagogical journals are a strong form of public dissemination. Other forms of public dissemination include textbooks and articles that aim to share knowledge or innovation with industry constituencies. External reviews of a candidate’s scholarship will be required of all non-tenure track faculty members seeing promotion. See Section IV C, “External Reviews.”
- Teaching effectiveness--Provide (1) a listing of all courses taught with enrollment by semester since date of appointment or last rank promotion, and (2) materials documenting teaching effectiveness, including copies of Student Evaluation of Instructor Profiles for all courses taught and other materials that go beyond the results of student evaluations, such as peer evaluations or teaching portfolios.
  The College will prepare a report for each faculty being considered for promotion or tenure entitled A Overall Teaching Effectiveness of Instructor for All Classes Since Initial Quarter of Employment, Awarding of Tenure or Last Promotion @ Faculty members can include this report in their dossier if they desire. If included, the faculty member may provide a narrative analysis of the results. The optional use of this report in no way precludes faculty members from selecting, summarizing, and discussing other information (e.g., Student Evaluation of Instructor form items) of their choosing.
  
  Organize other information into the categories delineated in the College document titled A Outline of Faculty Activities/Accomplishments Report@ (FAAR) used for annual faculty performance evaluation purposes. Typically, FAAR reports completed for previous years will be the best source of information for completing this section of the dossier.
  RCB Student Evaluation of Instruction form
  
  Return to the Center for Teaching and Learning