Table 3-3B Criteria for Evaluation of Performance in Teaching

CAE Guidelines

Criteria for Evaluation of Performance

Tenured/Tenure-Track Faculty

 

Teaching

 

Reviewers will base their evaluation upon the documented degree of excellence achieved in Teaching for those activities that are related to the applicant’s discipline. The candidate is expected to provide a clear explanation of the nature and importance of accomplishments, initiatives taken, leadership roles, etc. Reviewers will be looking for specifics.

 

It is the responsibility of the candidate to demonstrate the impact of their teaching efforts and activities. Documentation of those efforts should identify the nature and importance of an activity, their role in the activity, and their level of participation and contribution to the activity.

 

The activities listed below are not all-inclusive and the committee may consider items submitted by the faculty member that are not listed, but are relevant.

 

Viewed as Exemplary:

  • Recipient of University or external teaching award
  • Nominee for University or external teaching award
  • Consistently exceptional peer reviews of instruction based on actual classroom observation
  • Achieving significant improvements in teaching based upon peer review of instruction comments and feedback
  • Innovation in pedagogy and/or use of technology for teaching
  • Authorship of a new course or a major revision to an existing course
  • Leadership in creation of a new degree, major, or concentration area
  • Initiation and pursuit of a successful grant application resulting in funding of lab development, equipment, software, or other instructional/research items
  • Teaching an exceptional breadth and/or variety of courses
  • Course preparations and/or new course development requiring a significant learning curve
  • Course preparations and/or new course development requiring substantial creation of new course materials
  • Development of online learning tutorials
  • Developing research projects for students
  • Instructional creativity
  • Leadership in curricular revisions
  • Extensive lab development
  • Authorship in pedagogical research in peer-reviewed publications
  • Adaptation of innovative technologies, instructional tools, or teaching methods in the classroom
  • Extensive upgrade or acquisition of academic or professional credentials (Including advanced degrees, certifications, licensures, etc.)
  • Introduction of emerging subjects/materials into courses and curricula
  • Direction of an undergraduate student research project that leads to student presentation or publication
  • Establishment of regional, national, or international alliances in the field or discipline
  • Training program development
  • Directing a thesis, Honors project, or dissertation
  • Supervision of graduate students assigned as research assistants
  • Supervision of culminating experience or capstone course work

 

Viewed as Favorable:

  • Thoughtful statement of teaching philosophy and self-assessment
  • Favorable peer reviews of instruction based on actual classroom observation.
  • Evidence of responding to an unfavorable peer review of instruction resulting in course and/or teaching improvement
  • Nomination for, or recipient of, campus teaching award; Nomination for University or external teaching award
  • Effective innovation in pedagogy and/or use of technology
  • Active participant in the redesign or restructuring of a degree, major, or concentration
  • Development of a new certificate program
  • Lab development or management
  • Serving on a thesis, Honors project, or dissertation committee
  • Maintenance of professional credentials (certifications, licensures, etc.) as evidence of maintaining currency
  • Professional development (attending courses, conferences, workshops, webinars, internships; obtaining new certifications or licensures, etc.)
  • Courses taught via distance learning
  • Courses taught for the first time, or that require significant revision, modification, and/or preparation
  • Actively participating in curricular revisions
  • Establishment of state or local alliances in the field or discipline
  • Training program, webinar, workshop, or seminar instruction

 

Viewed unfavorably and/or not considered:

  • No statement of teaching philosophy or self-assessment
  • Unimpressive peer reviews of instruction
  • No evidence of responding to an unfavorable peer review of instruction: no evidence of improvement in class management, course content/design, or teaching method.
  • Lack of representative syllabi and other supporting documentation
  • Poorly explained and/or appropriately documented citations in any teaching activities; No evidence (or poorly documented evidence) of curricular activity or leadership
  • Poorly documented activities and/or accomplishments

 

Notes on Teaching Activities:

Application of new/emerging technologies refers to mastering emerging technologies and utilizing them in the classroom for pedagogical purposes or for lecture material