Teaching | Kent State University

Teaching

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 several new laboratories, addition of distance learning options, formally proposing to change course content/format, etc.

Other information such as written comments from students, colleagues within and beyond the School, 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. Evaluation of teaching will account for differences in missions and expectations across campuses. 

The following are examples of teaching scholarship in the disciplines of theatre and dance. (Note: This list is not exhaustive)

  • Publications and  presentations on pedagogy
  • Teaching awards
  • Graduate student research training/creative activity
  • Undergraduate student research training/creative activity
  • Involvement in curricular development or review
  • Classroom presentations
  • Coaching or advising student creative projects
  • Original pedagogical research
  • Grant applications, funding for teaching methods
  • Thesis/ MFA project direction
  • Culminating or Comprehensive Project Direction.
  • Writing/editing textbooks, manuals, worksheets
  • Published study guides or instructors’ manuals
  • Conducting instructional workshops
  • Development of instructional materials and methods
  • Demonstration of creative teaching strategies
  • Significant contributions to course content
  • Active involvement in a teaching-related professional organization.
  • Advising student organizations
  • Student academic advising and supervision of students
  • Vocal/movement/acting coaching for the school
  • Advising student creative work
  • Restaging or reconstructing choreography for the school
  • Restaging theatrical productions for the school
  • Dramaturgical work for the school
  • Performing in School productions
  • Direction, choreography, music direction for the school
  • Dance therapy
  • Professional certification (e.g. Combat, rigging, Somatic, etc.)

Table 2. RTP Teaching Evaluation Rubric

Teaching Assessment 

Definition

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, and instructional creativity, and actively participate in curricular revisions.   Positive peer reviews and student assessments.

Very Good

Innovative teacher. Provides consistent evaluation and communication measurements.

Develop/revise courses, good student and peer perceptions, work with graduate and/or undergraduate students in research and/or creative activity.  Positive peer reviews and student reviews.

Good

Improving teacher. Provides consistent evaluation and communication measurements.

Meets obligations well Evidence supports good student and peer communications.  Peer reviews and student reviews indicate improvement.

 

Fair

Average teacher

Evidence supports average student and peer perceptions. Peer reviews and student assessments may be inconsistent/ indicate improvement.

 

Poor

Substandard,

ineffective teacher

Below average student and peer perceptions, pattern of

Complaints. Consistent negative  Peer reviews and student assessments