Teaching | Kent State University

Teaching

Student evaluations and peer reviews of faculty performance are important sources of information, both for the individual faculty member in his/her professional growth and for the University, especially in regard to reappointment, tenure, and promotion.  Each regional campus has established mechanisms to accomplish the goal of teaching evaluations in accordance with University policy and the CBAs.  It is expected that personnel reviews of Regional College faculty will provide information that reflects meaningful and on-going evaluation of teaching performance by students and peers.

Student Evaluations. A standard university-wide Student Survey of Instruction form is used.  Procedures for administering these surveys must be followed, per the specific regional campus.
It is expected that student evaluations for every class taught during the probationary period for tenure-track faculty not yet tenured will be provided.  All faculty standing for promotion will provide student evaluations for the time period that begins with the start of their time in the lower faculty rank or the time since they were tenured.

Peer Evaluations. Faculty members- Tenure track and nontenure track members undergoing full performance reviews (does not apply to FTNTT simplified reviews) are expected to have a minimum of two peer evaluations per academic year, at least one half of these from within their Program Area or closely related Program Area.  

Faculty teaching web-based courses are responsible for making necessary arrangements for the evaluation of their web based offerings.  Furthermore, it is the responsibility of faculty teaching web based courses to ensure that appropriate evaluation instruments are utilized and that timely access to web based course materials is made available to the evaluator so that an effective and meaningful peer evaluation can occur.

The peer review process is a chance for colleagues to see a more complex picture of student learning.  Although student summaries of instruction provide a degree of insight into teaching and learning, peer reviews provide an opportunity to present a more complete picture of teaching. It would be helpful to reviewers if candidates would provide a rationale for their selection of chosen reviewer/s. 

Additional Evaluations. Faculty are encouraged to use additional methods of evaluating teaching and learning, which may include development of a teaching portfolio, experts in the field from outside the University, student focus groups, and other forms of scholarly examination of teaching. 

The Regional College expects candidates for reappointment to be moving from developing teachers in initial years of review to excellent teachers for tenure and to teacher-leaders for promotion.  All faculty standing for personnel review are expected to provide a thoughtful statement of teaching philosophy and self-assessment.  When necessary, faculty shall provide evidence of responding to unfavorable SSIs or peer review, as well as evidence of course improvement over time.

The following descriptions suggest ways for all faculty members within the Regional College to provide evidence of teaching status. 

A Developing Teacher

  • Engages in innovative teaching practices
  • Participates in faculty professional development applicable to classroom teaching
  • Develops meaningful assignments, assessments, and other teaching artifacts
  • Assesses effectiveness of student learning
  • Reflects on teaching and teaching evaluations with action plans for improvement
  • Has a record of good peer and student evaluations.

An Excellent Teacher

  • Develops curricula
  • Develops teaching-related publications and presentations
  • Involves students in classroom research and/or service learning 
  • Advises and mentors students
  • Engages in innovative teaching practices
  • Participates in faculty development related to classroom teaching
  • Develops meaningful assignments, assessments, and other teaching artifacts
  • Reflects on teaching and teaching evaluations with action plans for improvement
  • Has a record of consistently good peer and student evaluations.
  • Nomination for, or recipient of, Campus Teaching Award
  • Documented and effective innovation in pedagogy and/or use of classroom technology
  • Participation in Program Advisory Board
  • Authorship of a new course or major revision of an existing course
  • Integration of emerging subjects/materials into courses and curricula.

A Teacher Leader

  • Develops community partnerships for learning
  • Assesses effectiveness continuously
  • Develops teaching-related publications and presentations
  • Involves students in classroom research and/or service learning
  • Advises and mentors students and/or other faculty members
  • Engages in innovative teaching practices
  • Participates in and conducts faculty development related to classroom teaching
  • Develops meaningful assignments, assessments and other teaching artifacts
  • Reflects on teaching and teaching evaluations with action plans for improvement
  • Consistently earns excellent peer and student evaluations
  • Receives recognition for teaching excellence, i.e., University or external Teaching Award
  • Initiation and leadership in the creation or redesign of a degree, concentration, or certificate
  • Direction of undergraduate student research project that leads to presentation or publication