Standards for Evaluating Teaching
Evaluation of teaching is conducted in two categories: Classroom Instruction and Mentorship. In order to meet expectations for tenure and promotion in this category, the faculty member must demonstrate the following:
- Evidence of high quality teaching. Examples include, but are not limited to, peer reviews, contributions to curricular development, innovative instructional practices and course offerings, professional development, scholarship of teaching and learning, examples of assessments and feedback to students, student surveys of instruction (SSI), and evidence of self-reflection and responsiveness to constructive criticism. Curricular development may include the development of new courses as well as revision of existing courses, which includes any substantial modification to a course such as developing new laboratory exercises, addition of distance learning options, and formal changes of course content/format.
- Evidence of active mentorship of graduate and/or undergraduate students. Examples include, but are not limited to, serving as advisor and committee member for graduate students, supporting and mentoring student research through publications and/or professional presentations, advising undergraduate honors theses or independent research, encouraging students to apply for their own external research funding and publish their own research.
Alternatively, examples of insufficient activity in these categories include, but are not limited to, consistent evidence of poor teaching performance, lack of professional development or response to constructive criticism, or consistent lack of mentorship and/or advising.
Other information such as written comments from students, colleagues within and beyond the Department, College or University administrators shall be considered when available. Peer reviews and summaries of Student Surveys of Instruction (including relevant and constructive student comments) must be submitted as part of a candidate’s file for reappointment, tenure and promotion. Copies of representative syllabi, assignments/assessments, and other relevant teaching materials should also be included. Documentation related to graduate student, undergraduate student, and post‐doctoral student mentorship 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.