Teaching | Kent State University

Teaching

Faculty members must prepare a syllabus for distribution at the beginning of each semester in each course they are teaching. A copy of the syllabus is to be on file in Department office by the end of the second week of the semester.  The syllabus must specify course prerequisites, department-approved learning objectives, last date to withdraw, the materials to be covered in the course, grading scale, assignments, approximate dates and number of examinations, and other details relevant to the effective management of the class.

Criteria for the evaluation of teaching are listed in Table 2.  Course revision is defined as making a substantial modification to a course such as developing of web courses and formally proposing to change course content/format, etc.

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 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. 

Table 2. Evaluation Components for Assessment of Teaching for promotion and tenure
 

 

Scholarship 

 

Definition

Examples of Accomplishments Corresponding to the Assessment Score

 

 

 

Excellent

 

 

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

 

Good

 

Meets obligations well

Good student and peer perceptions

 

Fair

 

Substandard teacher

Below average student and peer perceptions

 

Poor

 

Substandard,

ineffective teacher

Below average student and peer perceptions, pattern of

complaints