Sources for Evaluating Faculty Teaching
The OU Teaching Evaluation Working Group (TEWG) has created this document to describe the types of information related to teaching that may be used for purposes of annual evaluation, tenure and promotion, or award nomination. We give examples of how the input from each perspective might be obtained. Naturally, evaluations cannot include every item on this list.
We advise that input be sought - at a minimum - from students and from the faculty member being evaluated.
Definition
In this document, we use the word sources to mean the various reports, data, written reflections, conversations, and surveys that can be considered when evaluating an instructor with regards to the teaching portion of their duties.
Self-Reflection
Report on effective teaching practices used in the course, selected from a department-established menu built from the list of evidence-backed effective practices. (Resources for this will be coming in the future from the TEWG.)
Report on effective teaching practices in an open format where “effective practices” are determined by the faculty member
Innovation in teaching, assessment of the new practice
Description of how teaching or course practices have evolved as a result of past feedback from students, peers, or others
Description of how teaching or course practices have evolved as a result of student performance or other data
Use of techniques to foster an inclusive environment in the classroom (Inclusive Strategies Inventory, Evidence-based Teaching Guide in Life Sciences)
Information about courses taught, breadth of teaching, class size, etc.
Student performance data, compared to departmental norms, both in the current semester and in follow-on courses, when appropriate
Coordinating a multi-section course that involves multiple instructors/TAs
Syllabus, Canvas page
Other materials - project descriptions, feedback systems, digital materials
Samples of graded student work (this could demonstrate student learning and/or instructor’s feedback style)
Research or reading courses with undergraduate students
Awards or honors for teaching
Developing new course, new syllabus/materials for existing course
Group Work, Using cooperative learning groups effectively
Student Experience Survey (coming soon!), offered at midterm, end of term, or both.
Student surveys 1-2 semesters after the end of the course, describing how the course prepared them for the later courses in their degree. (Didn’t see any surveys 1-2 semester after the course. Saw Research on post-graduation success.)
Interviews with students (undergraduate/graduate/advisee/TA) or recommendation letters from students
Focus group discussions with students
Observation from Center for Faculty Excellence
Student performance on national assessments (when appropriate)
External letters regarding a faculty member’s teaching dossier, possibly during tenure/promotion
External review of teaching materials
Seeking out information and opportunities for improving one’s teaching
Participation in training on inclusive teaching strategies
Attendance at teaching workshops, conferences
Receive mentoring or a consultation about teaching
Providing information or opportunities to help others improve their teaching
Mentoring or advising faculty peers, graduate students, or undergraduate students to improve their teaching through peer observations, student interviews, consultations, or focus groups.
Leading seminars, giving talks, or teaching courses regarding teaching
Community engagement activities
Implementing new information and practices in your teaching
Description of how teaching or course practices have evolved as a result of a workshop, mentoring, or other professional development with regard to teaching
