DEVELOPING AND IMPLEMENTING IMPROVED MEANS FOR EVALUATING EFFECTIVE TEACHING AND LEARNING

Finally, if teaching and learning are to improve, a broader array of equitable and acceptable ways must be found to evaluate faculty teaching on the basis of evidence of student learning. The issues involved here go far beyond the individual faculty member; they also reach deeply into academic departments and institutions. Evidence for effective teaching will need to be coupled with greater recognition and rewards for teaching by peers, academic departments, and institutions of higher education (Bleak et al., 2000; Boyer, 1990; Glassick et al., 1997; Joint Policy Board on Mathematics, 1994). Part II of this report provides more specific guidance on criteria and methods for developing effective evaluations for both individual faculty members and academic departments.



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