Standards for the Evaluation of Teaching
A Faculty member’s success as a teacher will be evaluated as outlined in Table 2. Quality of classroom teaching is established through written comments from students, colleagues within and beyond the Program, College or University. Peer reviews of teaching 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.
Candidates shall submit syllabi of new and revised courses. Copies of representative syllabi, examinations, and other relevant teaching material should also be available for review. Documentation related to undergraduate student and graduate student outcomes should be included in materials provided by a candidate for reappointment, tenure and promotion.
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Table 2. Evaluation Components for Assessment of Teaching for Tenure and Promotion
Teaching Assessment
Description
Accomplishments Corresponding
to the Assessment Score
Excellent
Innovative educator and an educational leader
Active participation in curricular development and revisions, develop new and revise existing courses, supervises undergraduate and graduate research projects, supervises students’ design competitions and publishing, excellent student and peer evaluations, instructional creativity, teaching awards
Very Good
Innovative educator
Develop new and revise existing courses, above average student evaluations and peer evaluations, work with graduate and/or undergraduate students in research and/or creative activity
Good
Meets obligations well
Average student and peer evaluations, demonstrated strength in teaching, communicates well
Fair
Substandard teacher
No curricular involvement and no development of new or revised course content, below average student and peer evaluations
Poor
substandard, ineffective teacher
No curricular involvement and no development of new or revised course content, below average student and peer evaluations, pattern of complaints