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Nov 21, 2024
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POLICY 4.10.4.1 - Teaching
Teaching is defined as all the activities employed by the faculty in order to transmit, transform, guide and extend knowledge to students. Teaching begins with what the teacher knows and is a dynamic endeavor involving all the analogies, metaphors and images that build bridges between the student’s understanding and the student’s learning.
The following table outlines the minimum expectations of teaching activity for faculty by rank. It is the responsibility of the applicant to provide clear evidence of the achievement of these teaching expectations in the portfolio.
| Rank |
The faculty member: |
| Instructor to Assistant Professor |
- employs appropriate teaching methods for conveying ideas, learning objectives, developing assignments and assessing student learning
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| Assistant to Associate Professor |
- employs appropriate teaching methods for conveying ideas, learning objectives, developing assignments and assessing student learning
- demonstrates a high level of instructional skill
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| Associate to Full Professor |
- employs appropriate teaching methods for conveying ideas, learning objectives, developing assignments and assessing student learning
- demonstrates and maintains a high level of instructional skill
- documents evidence of one or more of the following items: innovation in teaching, pedagogical scholarship, mentorship and/or leadership in faculty teaching
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| Career Faculty Contract |
- must meet the teaching expectations of current rank.
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The following items should be included in the Teaching section of the portfolio:
(Section amended by FEC & Approved by Academic Cabinet 12/14; added to handbook 11/3/15)
- Teaching philosophy.
- Reflective self-assessment of teaching effectiveness to include goals related to teaching effectiveness, assessment of goal achievement and efforts directed at improving performance. This should include a description and explanation of personal and professional development for the past four years.
- Summaries of all available student course evaluations for the period of evaluation under consideration. The summaries should represent the range of faculty teaching load, not just courses with upper level students in the major, and include all available evaluations both positive and negative. The candidate’s dean or director must confirm in writing that the summary accurately reflects the available evaluations and comments for the period of evaluation.
- Peer evaluations, if required by the applicant’s school, during the period of evaluation under consideration.
- Description and explanation of all courses taught during the period of evaluation under consideration.
- Course syllabi for selected courses taught during the period of evaluation under consideration .
- List of curricular innovations/contributions during the period of evaluation under consideration .
- Preparation and Grading of Examinations or Assignments
- Selected assignments, quizzes, tests, final exams and other student outcome measures including evidence of student feedback for selected courses taught during period of evaluation under consideration
- Student Contact
- Description and explanation of student internships, practice or research activities supervised during the period of evaluation under consideration, including evaluation criteria and representative feedback provided to students
- Student advisee evaluation summary for the period of evaluation under consideration. Include a description of the numbers and types of advisees, goals in advising, duration/frequency of contact or any other factors deemed relevant
- Sample advisee records
- Other supporting materials
- Other materials deemed appropriate may be submitted. Examples include alumni surveys or letters, letters of support from colleagues, etc.
- Special recognition/achievement such as a teaching fellowship, internal/external awards for teaching or publication/copyright of instructional materials
- Performance on standardized examination
Add to Portfolio (opens a new window)
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