Criteria for the evaluation of the teaching are listed in Table 3.  Course revision is defined as making a substantial modification to a course such as developing several new laboratories, addition of distance learning options, formally proposing to change course content/format, etc.

Other information such as written comments from students, colleagues within and beyond the Program, College or University administrators shall be considered when available.  Peer reviews and summaries of Student Surveys of Instruction (including all student comments) must be submitted as part of a candidate’s file for reappointment, tenure and promotion.  Copies of representative syllabi, examinations, and other relevant teaching material should also be available for review.  Documentation related to graduate student, undergraduate student, and post-doctoral student training should be included in materials provided by a candidate for reappointment, tenure and promotion.  Faculty members are expected to mentor graduate students (particularly at the doctoral level) and/or postdoctoral students.

The Chemical Physics Interdisciplinary Program faculty member has a responsibility to select from the accumulation of knowledge that which is educationally significant and to transmit this knowledge in a proficient manner.  The evaluation of teaching proficiency is based on documentation of items such as the following:

  1. Familiarity with the current literature in the field.
  2. Organization and/or presentation of subject matter including stimulating teaching techniques and new laboratory experiments.
  3. Academic counseling.
  4. Evaluation by students.
  5. Evaluation by peers.
  6. Evaluation by alumni.
  7. Student achievement.
  8. Teaching awards.

Evaluation of contributions to chemical physics education of a professional and/or scholarly nature may be based on documentation of items such as the following:

  1. Authorship of textbooks.
  2. Authorship of pedagogical articles in refereed teaching journals such as The American Journal of Physics, The Physics Teacher, etc.
  3. The design of a new course or curriculum.
  4. The invention and publication of new demonstrations or laboratory equipment.
  5. The production of films and videos.
  6. The pioneering of an interdisciplinary course sequence or a new format.


Table 3. Evaluation Components for Assessment of Teaching for promotion and tenure

Teaching Assessment


Accomplishments Corresponding to the Assessment Score


Innovative teacher; provides leadership in instructional development

Develop/revise courses, develop research projects for students (undergraduate and/or graduate), excellent student and peer perceptions, instructional creativity, actively participate in curricular revisions

Very Good

Innovative teacher

Develop/revise courses, good student and peer perceptions, work with graduate and/or undergraduate students in research


Meets obligations well

Good student and peer perceptions


Substandard teacher

Below average student and peer perceptions


Substandard, ineffective teacher

Below average student and peer perceptions, pattern of complaints