Teaching | Kent State University

Teaching

Teaching involves activities that promote the development of effective strategies to impart knowledge or skills and effectively communicate information to students. Teaching involves the investigation, planning, and examination of pedagogical techniques, dissemination of such information in peer-reviewed contexts (e.g., publications in refereed journals, juried papers or conference presentations, juried proceedings and/or abstracts), as well as the act and practice of teaching.  In accordance with the definitions of teaching adopted by the College of Communication and Information, the School of Library and Information Science is guided by the following points:

 

  1. Quality teaching is engaging. The Quality teacher is deeply engaged is his or her subject matter and uses a variety of teaching techniques and technologies to engage students in learning.
  2. Quality teaching is current. The Quality teacher makes a demonstrable effort to remain current in his or her discipline by remaining abreast of the literature in his or her discipline, attending appropriate professional conferences.
  3. Quality teaching is ethical.  The Quality teacher respects his or her students. This respect extends to learning the students already have achieved, to students’ continued ability to learn and to where students are now in the learning process. It also extends to a mindfulness of challenges students face, whether these are physical, mental or economic. The Quality teacher is fair and impartial in his or her evaluation of all students, is cognizant of the fact that he or she is a learner, and shows empathy for his or her students.
  4. Quality teaching is experiential. The Quality teacher recognizes the value of and incorporates experiential learning opportunities that permit students to observe, examine and apply the knowledge gained in the classroom.
  5. Quality teaching goes beyond the classroom. The quality teacher assumes mentoring of students at all levels and provides sound academic advice, as well as expert guidance for Thesis, Culminating Experiences, Research Papers/Projects, Internships and Practica. The Quality teacher, as appropriate, develops research projects for students and facilitates publication opportunities for students.

 

Indices of Teaching include but are not limited to:

  • Design and development of new courses or workshops for any mode of delivery;
  • Design, revision or reviewing of areas of study (programs, specializations, concentrations);
  • Peer evaluation based on observation of instruction by multiple faculty;
  • Peer evaluation of syllabi and instructional materials, including but not limited to course outlines and up-to-date readings and resources;
  • Measures of student achievement, such as publications by students, etc.;
  • Teaching awards;
  • Publication of textbooks;
  • Invited participation in programs or presentations of papers on teaching at professional meetings at international, national, state, and local levels;
  • Publication of research findings that enhance curricular content and teaching;
  • Significant creative or innovative activity related to teaching, such as development or innovative use of technology, effective active learning activities, etc.;
  • Evidence of effective advising and mentoring;
  • Supervision of culminating experience (research paper/project and internship) and thesis;
  • Serving on thesis committees;
  • Submitted curricular or program development proposals for external funding; and
  • Secured professionally reviewed grants to support education, especially external awards.

 

Table 4, provides a guideline for assessing teaching for candidates for review in the school.

 

Table 4: Expectations for Progress and Excellence in Teaching

At the completion of Year 2, for the 3rd Year First Full Performance Review:

Does NOT meet Expectations

MEETS Expectations
 

EXCEEDS Expectations
 

Candidate receives below average student and peer evaluations with significant concerns regarding teaching style, and/or knowledge of material or is not engaged in teaching and or demonstrates little or no reflection on their teaching. The candidate makes no demonstrable effort to communicate with advisees.

Candidate receives teaching evaluations from students with scores around the School’s or course norm, and faculty evaluations are scored as "meets expectations". Candidate demonstrates reflection on teaching and student learning and articulates a teaching plan that addresses areas for growth or improvement. Candidate has instituted systematic communication or strategies for engaging advising with students.

Candidate receives teaching evaluations from students well above the mean, and faculty evaluations are scored, " meets expectations." Candidate is deeply engaged in the teaching and learning process. Candidate designs and implements engaging & innovative strategies for academic advising.

At the completion of Year 5, for 6th Year, Second Full Performance Review:

Does NOT meet Expectations

MEETS Expectations
 

EXCEEDS Expectations
 

Candidate continues to receive below average (e.g., regularly below the mean) from student evaluations and below expectations from faculty evaluations, and does not articulate ideas for improving his/her teaching. Candidate does not regularly communicate with advisees. The candidate makes no demonstrable effort to supervise culminating experience, internships, or research projects relevant to their area of expertise.

The majority of the evaluations a candidate receives are positive; that is, scores from student evaluations are around the School’s or course norms in the majority of courses, and the majority of faculty evaluations are scored as "meets expectations". Candidate demonstrates and maintains currency in subject content. Candidate demonstrates reflection on the teaching and learning process and is able to articulate refinement and revision of teaching methodologies to engage students in the learning process. Candidate provides opportunities for continued student learning outside the classroom; i.e., research, writing, publishing, applied/practice opportunities, moving from an advising to a mentoring role. Candidate regularly communicates with advisees. Candidate regularly supervises culminating experiences, internships, practica and research projects.

Consistent student evaluations of teaching with ratings well above the School’s or course norms, and faculty evaluations are scored as meets expectations". Has developed courses beyond initial expectations; is deeply engaged in the learning process or assumes leadership responsibilities at the course or curricular level. Candidate demonstrates outstanding academic advising & mentoring. Candidate demonstrates outstanding supervision of culminating experiences, internships, research projects, and Thesis.

At the completion of Year 8, for a 9th Year Simplified Performance Review and Every 3 Years after, 12th, 15th, etc.:

Does NOT meet Expectations

MEETS Expectations
 

EXCEEDS Expectations
 

Candidate continues to receive below average (e.g., regularly below the mean) from student evaluations and below expectations from faculty evaluations.
Candidate has made no contributions to curriculum development or revision. Candidate does not regularly communicate with advisees. Candidate makes no demonstrable effort to supervise culminating experience, internships, or research projects relevant to their area of expertise.

The majority of the evaluations a candidate receives are positive, that is, scores from student evaluations are around the School’s or course norms in the majority of courses, and the majority of faculty evaluations are scored as "meets expectations".
Candidate has created a new course or workshop, or helped create or revise an existing course or workshop. Candidate demonstrates evidence of reflection and growth in teaching. Candidate regularly communicates with advisees. Candidate regularly supervises culminating experiences, internships, and research projects. Candidate is a member of thesis committees. Candidate serves as a mentor to new information professionals.

The majority of the evaluations from students are well above the School’s or course norms, and faculty evaluations are scored as meets expectations."
Candidate offers evidence of substantial curriculum development or leadership beyond contract expectations. Candidate has received teaching award(s), has demonstrated leadership in teaching training. Candidate demonstrates outstanding advising & advising. Candidate demonstrates outstanding supervision of culminating experiences, internships, practica and research projects.