Skip Navigation

Sources for Evaluating Faculty Teaching

Skip Side Navigation

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. 

Download PDF

  • 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)

  • Advising graduate students

  • Research or reading courses with undergraduate students

  • Awards or honors for teaching

  • Developing new course, new syllabus/materials for existing course

  • Team teaching, interdisciplinary teaching

  • Developing online course, teaching online (if not already included in an earlier section)

  • 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

  • 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