Documentation of Teaching Effectiveness
Evidence of teaching effectiveness may include student evaluations, peer evaluations, and other types of support of the faculty candidate’s teaching effectiveness such as sample of course syllabi, tests and/or other evaluation criteria.
- Course Syllabi: Samples of outcomes oriented course syllabi for different courses taught may be submitted. The candidate may highlight specific ways in which a given course has changed over time, or provide a narrative describing such changes.
- Methods of Assessment: Samples of student evaluation instruments such as tests, students’ written work, and/or other evaluation methods may be submitted.
- Student Evaluations: The faculty candidate must include summaries of student evaluations of courses they have taught each semester. Qualitative (written) statements from students regarding the faculty candidate’s teaching effectiveness, either on student evaluation forms or other instruments, may be included.
- Grade Distributions
- Peer Observation: These are reports of observations and/or letters solicited from faculty colleagues familiar with the teaching abilities of the faculty candidate. Such reports may include the length of time the author has known the candidate professionally, examples demonstrating the basis of support and a definitive statement recommending the faculty candidate for promotion and/or tenure.
- External Support: Solicited letters/written comments of support from former students, alumni and academic colleagues outside the College. These letters should contain definitive statements of the faculty candidate’s teaching capabilities. In addition, unsolicited letters/written comments from former students, parents, alumni and academic colleagues may be submitted. Only candidates applying for tenure or promotion need to include letters of support.