their own faculty about the suitability of the institution’s procedures for summative evaluation of teaching, recognizing that the way that practitioners of a specific discipline approach learning will affect the ways that teaching should be evaluated.
(3.4) In addition to numerical data from end-of-course student evaluations and on participation in specific courses, effective peer reviews of teaching should provide a subjective assessment of a faculty member’s commitment to quality teaching. Generally, this should include evaluation of a faculty member’s knowledge and enthusiasm for the subject matter; familiarity with a range of appropriate pedagogical methods; skills in using appropriate tests and laboratory experiences; quality of advising and other professional interactions with students within and beyond the classroom; and active scholarly commitment to enhancing top-quality teaching and learning.
(3.5) Department heads, in submitting personnel recommendations, should provide separate ratings on teaching, research, and service, each with supporting evidence, as key components of their overall rating and recommendation.
(3.6) Normal departmental professional development activity should include informing faculty about research findings that can improve student learning.
(3.7) As appropriate for achieving departmental goals, departments should provide funds to faculty to enhance teaching skills and knowledge and encourage them to undertake or rely upon educational research that links teaching strategies causally to student learning. Additional funds should be made available to departments that adopt this strategy.
(3.8) Departments should recognize that in the course of their careers, some faculty may shift the balance of their departmental obligations to place a greater emphasis on instruction or educational leadership. These shifts should be supported, consistent with a departmental mission, so long as active engagement with innovative teaching is being addressed.
(4.1) Funding agencies should support programs to enable an integrated network of national and campus-based centers for teaching and learning. An important goal of such a network is to conduct and disseminate research on approaches that enhance teaching and learning in STEM. The network can also provide information on the use of formative and summative assessment