Effectiveness of Teaching Statement

Effective teaching includes imaginative, conscientious course design, and ongoing efforts to maintain and develop subject-area expertise. It requires respect for students, which includes meeting professional obligations conscientiously as well as establishing a classroom environment conducive to learning. Students learn by interpreting, evaluating, and synthesizing what they hear, read and experience. Teachers should strive for interactions with students that encourage these activities. They should respond to students’ ideas regularly, thoughtfully and extensively both inside and outside the classroom.

Effective teaching evaluation should include multiple measures, and not a single instrument or scale of success. Faculty members are encouraged to assemble portfolios to represent their accomplishments as teachers. In addition to the traditional student evaluations, portfolios should include systematic peer reviews, syllabi, course development plans, course innovations, representative student work, evidence of student learning, teaching materials, teaching awards, presentations and publications of scholarship of teaching and learning, and a reflective analysis of their teaching development.

Teaching is evaluated regularly as part of the faculty annual review process, as well as during the third-year review, and promotion and tenure process. Support is provided for teaching development through workshops regularly offered by the Center for Teaching Learning and Assessment (CTLA), through mentorships, peer reviews, and financial support for continuing education and attendance at conferences.

Adopted by the School of Business on December 3, 2015