Evaluating Teaching

OU's mission is to provide the best possible educational experience for our students through excellence in teaching, research and creative activity, and service to the state and society.

The OU Teaching Evaluation Working Group (TEWG) compiled the materials below to describe the types of information related to teaching that may be used for purposes of annual evaluation, tenure and promotion, or award nomination. Included are examples of how the input from each perspective might be obtained. Naturally, evaluations cannot include every item on this list.

The TEWG advises that input be sought - at a minimum - from students and from the faculty member being evaluated.

A final note: The word "sources" is used to mean the the various reports, data, written reflections, conversations, and surveys that can be considered when evaluating an instructor with regards to the teaching portion of their duties.

Sources from Instructor

Self-Reflection
Report on effective teaching practices used in the course, selected from a department-established menu built from the list of evidence-backed effective practices. (Resources for this will be coming in the future from the TEWG.)
Report on effective teaching practices in an open format where “effective practices” are determined by the faculty member
Innovation in teaching, assessment of the new practice
Description of how teaching or course practices have evolved as a result of past feedback from students, peers, or others
Description of how teaching or course practices have evolved as a result of student performance or other data
Use of techniques to foster an inclusive environment in the classroom (Inclusive Strategies Inventory, Evidence-based Teaching Guide in Life Sciences)

Materials and Data

Information about courses taught, breadth of teaching, class size, etc. (PDF)
Student performance data, compared to departmental norms, both in the current semester and in follow-on courses, when appropriate
Coordinating a multi-section course that involves multiple instructors/TAs
Syllabus, Canvas page
Other materials - project descriptions, feedback systems, digital materials
Samples of graded student work (this could demonstrate student learning and/or instructor’s feedback style)
Advising graduate students
Research or reading courses with undergraduate students
Awards or honors for teaching
Developing new course, new syllabus/materials for existing course
Group Work, Using cooperative learning groups effectively

Input from Students

The Course Reflection Survey (CRS)
Student surveys 1-2 semesters after the end of the course, describing how the course prepared them for the later courses in their degree. (Didn’t see any surveys 1-2 semester after the course. Saw Research on post-graduation success (PDF))
Interviews with students (undergraduate/graduate/advisee/TA) or recommendation letters from students
Focus group discussions with students
Course Reflection Survey FAQ

Course Reflection Survey Login

Input from Peers

Peer observation with feedback given on established form or with an established rubric (PDF) and following an agreed-upon system
Coordinator observation
Committee A/ Chair observation

External Input

Observation from Center for Faculty Excellence (PDF)
Student performance on national assessments (when appropriate)
External letters regarding a faculty member’s teaching dossier, possibly during tenure/promotion
External review of teaching materials

Other Activities in Support of Teaching

Seeking out information and opportunitiesfor improving one’s teaching
- Participation in training on inclusive teaching strategies
- Attendance at teaching workshops, conferences
- Receive mentoring or a consultation about teaching

Providing information or opportunities to help others improve their teaching
- Mentoring or advising faculty peers, graduate students, or undergraduate students to improve their teaching through peer observations, student interviews, consultations, or focus groups.
- Leading seminars, giving talks, or teaching courses regarding teaching
- Community engagement activities

Implementing new information and practices in your teaching
Description of how teaching or course practices have evolved as a result of a workshop, mentoring, or other professional development with regard to teaching