other departments in the sciences, mathematics, and engineering.

  • Work to better integrate the materials they present in their courses with what is being taught in other courses.

The following questions might be posed for evaluation for this characteristic:

  • During the term, has the instructor specifically elicited feedback from students, colleagues, or instructional experts (e.g., from the campus teaching and learning center) about the quality of his or her teaching?

  • To what extent does the instructor meet his or her teaching obligations and responsibilities?

  • Has the instructor made noteworthy contributions to the design and development of the department’s curriculum? Has the instructor produced valuable instructional materials or publications related to teaching effectiveness or classroom activities? Has the instructor been involved in efforts to improve education or teaching within the discipline or across disciplines? Has the instructor participated in seeking external support for instrumentation or education research projects?

Data sources and forms of evaluation for this characteristic are shown in Table 6-5.

TABLE 6-5 Data Sources and Forms of Evaluation for Evaluating Professional Involvement and Contributions

Source of Data

Form of Evaluation

How Evaluation Data Can Be Used (formatively, summatively, or both)

Discussed in Report Beginning on Page(s)

Current Students

• Student ratings

• Both

91

 

• Formative procedures

• Formative

61

Instructor Under Review

• Written self-appraisal

• Both

65

 

• Grant applications

 

46

 

• Publications

 

48

Colleagues from Within and Outside the Institution

• Written reviews of work

• Both

79



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement