Peer reviews and summaries of Student Surveys of Instruction (SSI) must be submitted as part of a candidate’s file for reappointment, tenure and promotion; these data must be cumulative in the file so that comparison can be made from year to year. In interpreting student evaluations, factors likely to affect student evaluations for specific courses should be taken into account (e.g., whether the class is large or small, required vs. elective course, etc.). Copies of representative syllabi, examinations, and other relevant teaching material should also be available for review. Additionally, course development and efforts to improve instruction via technology, innovation, and awareness and usage of current pedagogical practices will be considered in the evaluation of teaching. Documentation related to graduate student, undergraduate student, and post-doctoral fellow training should be included in materials provided by a candidate for reappointment, tenure and promotion. Other information such as written comments from students and/or colleagues within and beyond the Department, College, or University administrators shall be considered when available.

Paragraph revised to remove reference to SSI norms (approved by faculty Sept., 2017)
A very good evaluation of teaching can be earned by achieving positive peer evaluations, and by Student Surveys of Instruction (SSI) responses that show a trajectory of improvement or are generally “good” or better for CORE courses and “very good” or better for non-CORE courses. SSI responses and peer evaluations should demonstrate that the faculty member has had a constructive and positive impact on students’ learning experience overall. Faculty members at the Kent Campus are expected to mentor graduate students and/or postdoctoral fellows. A very good evaluation in graduate student advising is measured, in part, by advisee timely degree-completion and by publications that follow from the degree. An excellent evaluation of teaching can be earned by exceeding these criteria for CORE and non-CORE courses, and, in part, by innovative instructional practices and outcomes at the undergraduate and/or graduate level, grants related to instruction, nominations for, or receipt of, teaching awards given by the University, College or a professional organization, in addition to other measures of excellent teaching.