(or other) sources should provide information on the performance of specific elements of teaching in each identified environment, as well as how that information should be weighted.

Table 4.2 shows an example how a faculty member might determine sources of information and how those data sources should be weighted. In this example, input from students counts for 25 percent, from peers 45 percent, from the department chair or supervisor 20 percent, and from the subject of the evaluation 10 percent. The “X’s” indicate the appropriate performance elements for which each source should provide information; cells highlighted in gray indicate that no data are to be gathered. The table also indicates the previously determined range (20 percent to 60 percent) for weighting teaching in the overall faculty evaluation.

TABLE 4.2 Example of Data Sources and Weights


The performance components addressed in this table are commonly discussed topics. Additional source material that discusses these items can be found in the following report: National Research Council. 1999. How People Learn: Brain, Mind, Experience and School, Washington, DC.: National Academy Press.


Instructors must be knowledgeable in their specific fields of engineering. However, considerable research has shown that content expertise, although necessary, is not sufficient to ensure teaching excellence. The concept of pedagogical content knowledge [as described by Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.] describes the connection between discipline content knowledge and pedagogic knowledge that leads to improved teaching and learning.


Instructional design requires planning a logical, organized course that aligns objectives/outcomes, learning experiences (content and delivery), and assessments based on sound principles from the learning sciences.


For effective delivery (implementation), the instructor must use a variety of methods, activities, and contexts to achieve a robust understanding of material, as well as relevant, varied examples of the material and activities that provide meaningful engagement and practice, all of which are aligned with outcomes and assessment methods.


Assessment requires that the instructor design and use valid, reliable methods of (1) measuring student learning of the established objectives and (2) providing meaningful feedback to students.


Course management is judged on how well the learning environment is configured, including equipment, resources, scheduling, and procedures necessary to student learning.

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