Local academic units evaluate regularly the teaching effectiveness
of their faculties. In doing so, they are expected to incorporate data
from both peers and students. Whatever additional methods may be used
to gather information from students, the process should provide for
their anonymous participation in course evaluations and should allow
for comparisons among faculty teaching similar courses. Peer
evaluation is expected to include, at a minimum, data on the
development and implementation of new courses and programs, the
appropriateness of course materials currently used, and the level and
quality of student advising. Additional forms of peer evaluation are
expected. These may include, but are not limited to, peer observation
of classroom teaching, evaluations by mentors, assessments of teaching
performance by colleagues, and teaching portfolios.
The evaluation process requires both quantitative and qualitative
data. The methods by which such data are gathered and incorporated
into the final evaluation should be well-defined and made available to
those who are being evaluated, as well as to those who are using the
evaluations in personnel decisions. Specific guidelines for the
procedures to be used in the evaluation of teaching effectiveness will
be those determined by the office of the Provost in consultation with
the University Faculty Standing Committee on Effective Teaching.