Part 1: Teaching and Related Activities
Faculty must be effective in teaching, which is an essential criterion for tenure and for advancement in rank. The teaching category includes all forms of instructional activity. Such activities are commonly characterized by the dissemination of knowledge within a faculty member’s area of expertise as well as the application of knowledge in both academic and career-technical fields; skill in stimulating students to critical thinking and knowledge application; and the creation and supervision of appropriate field or clinical practicum.
Responsibilities in this area may include, but are not limited to, preparation for and teaching of a variety of courses and program development; team or collaborative teaching; supervision of undergraduate instruction which includes all delivery systems; performances, or productions; field supervision and administration of field or clinical experiences; production of course materials, textbooks, web pages and other electronic aids to learning; and others.
In addition, faculty are expected to assess their courses and help prepare program assessment report when requested. The purpose of assessment is for faculty to reflect on the effectiveness of their instruction and methods. Therefore, for purposes of promotion and tenure, a strong record of course and program assessment is required.
Evaluation of Teaching and Related Activities
Because teaching is a complex and multifaceted activity, different types of evidence may be used in a comprehensive assessment of teaching effectiveness. Each form of evidence should carry a measure appropriate to its importance in evaluating teaching. Documentation must demonstrate command of the subject matter, continuous growth and development in the subject field, the ability to organize material and convey it effectively to students, assessment of student learning, revision and updates of curricula, and the integration of scholarship (for faculty who produce scholarship) and service with teaching. Materials appropriate for evaluating teaching and related activities may include: (a) evidence from the instructor, (b) evidence from other professionals, (c) evidence from students, and (d) evidence of student learning. For promotion and tenure considerations, performance in such activities must be documented and evaluated. This documentation is contained in the documentation file, not the core document.
Faculty will include in the executive summary their accomplishments in teaching. Faculty should select from, but are not limited to, the appropriate items from Promotion, Tenure, and Faculty Review Committees (Diamond, p. 72):
- Knowledge and use of research on teaching and learning.
- Clearly stated learning outcomes with appropriate assessment procedures.
- Effective and appropriate use of technology
- Appropriate mix of alternative learning strategies
- Good organization of subject matter and course
- Effective communication
- Knowledge of the subject matter and teaching
- Positive attitudes toward students
- Fairness in assessment and grading
- Flexibility to approaches to teaching
Faculty members are required to provide documented evidence that support the case they are making for promotion or tenure. See Glossary “Documentation File”. Other items to be addressed could include: innovative teaching strategies, improvements in retention, best practices in teaching, classroom management, advising accessibility, student mentorship, and improvement plans.