Appendix B

Faculty members promoted within the College of Health Sciences and Professions will demonstrate high-quality teaching effectiveness. Instruction of students is critical to the School’s overall mission. Teaching effectiveness is viewed as a measure of instructor performance in and outside of the classroom. An excellent teacher maintains a high level of knowledge and expertise in his/her respective discipline.

An excellent teacher exhibits the knowledge, skills, and commitment necessary to assist students as they develop a growing understanding of the subject matter, the practices, and the competencies pertinent to their disciplines. An excellent teacher demonstrates a continuing concern for instructional effectiveness through the collection and utilization of feedback from students, colleagues, and others regarding presentation strategies and evaluation of learning. It is expected that faculty members will provide substantive evidence about their skills and effectiveness in teaching. The following information is provided as a guide to specific items that are included in the description of an individual who demonstrates high-quality and effective teaching skills. Documentation should be sufficient to support the narrative and to establish a pattern of teaching that fits within these parameters (whether that teaching is in a traditional classroom setting or through other formats, e.g., distance learning, and seminars).

Clinical Faculty must demonstrate high-quality teaching effectiveness as evidenced by the following characteristics: 1) a commitment to students; 2) an ongoing interest in the art of teaching; and 3) recognition that advising and mentorship is an important aspects of the faculty-student relationship. Candidates seeking promotion will strive to balance time and effort in addressing these three areas so that professional growth is demonstrated over time.

Teaching Benchmarks

  1. Shows commitment to students
    1. Meets classes regularly
    2. Develop learning objectives consistent with applicable accreditation standards and program learning outcomes (if applicable)
    3. Returns graded/evaluated material promptly
    4. Holds office hours to promote student learning
    5. Provides syllabi that inform students of the: instructor's name, call number, descriptive title, catalog number, the basis for grading in the course, attendance policy, the penalty for academic dishonesty, and explanation of policy relative to absences consistent with the policy as described in the Faculty Handbook (IV.A.3.).
    6. Practices good teaching methods through the performance of activities such as:
      1. Delivering course content in a clear and organized way
      2. Demonstrating respect for students in the learning environment and fostering open communication with students around the subject matter
      3. Demonstrating flexibility in one’s approach to course material and the methods used in presenting material
      4. Developing original teaching materials (assignments, handouts, slides, videotapes) to stimulate student enthusiasm and interest/engagement in subject matter
      5. Emphasizing ways of solving problems rather than providing solutions
      6. Directing successful individual student work (e.g., independent studies, or research projects)
  2. . Shows evidence of strong interest in the teaching process
    1. Prepares for teaching through activities such as:
      1. Remaining up-to-date with one’s discipline through journals, professional conferences, and collegial interaction;
      2. Maintaining professional competency in the area of expertise or specialization;
      3. Presenting evidence of a sense of responsibility to teaching by demonstrating an ever-increasing knowledge of the content area being taught;
      4. Participating in faculty/collegial activities that strengthen teaching abilities.
    2. Promotes improved teaching by:
      1. Seeking advice from others about the courses being taught;
      2. Providing documentation of actions taken to improve teaching;
      3. Discussing teaching in general with colleagues;
      4. Developing, disseminating, analyzing, and acting upon data collected on one’s own teaching effectiveness;
      5. Developing innovative courses, teaching materials, or instructional techniques;
      6. Demonstrating currency in pedagogical techniques (e.g., use of technology in design and/or delivery of teaching).
    3. Contributes to the overall curriculum and program outcomes by:
      1. Evaluating course learning outcomes in alignment with program outcomes;
      2. Developing new courses or course content;
      3. Continually revising existing course content.
  3. Recognizes that academic advising and research mentorship is a less formal aspect of teaching; consequently, an excellent teacher/advisor/mentor:
    1. Remains current in information regarding University policies regarding graduation requirements, general education requirements, and requirements of the student’s chosen major.
    2. Seeks information from colleagues and administrative staff when in need of clarification.
    3. Is accessible to students.
    4. Follows University, College, and School/Department policy for advising availability.
    5. Collects evaluation of advising according to School/Department procedures and acts on that feedback when appropriate.
    6. Gives accurate information when advising.

Teaching portfolios are a substantial way for faculty to document self-reflection of instruction and mentorship (see Appendix E). To be considered for promotion, the following are expectations to be achieved. These items are required in the teaching portfolio:

  • Evidence of effective instruction; and
  • Evidence of quality service

The weight given to teaching must be considered in light of other demands made on the faculty member by hiring agreements or activities necessary to fulfill the School’s mission. For example, a candidate may have been hired with the understanding that the workload would include administrative responsibilities that include a reduced teaching workload. Likewise, a candidate may have a higher teaching load due to laboratory sections which increase contact hours. Specific teaching responsibilities will include dialogue between the faculty member, School Director, and the Division Coordinator, and will reflect the goals and needs of the School. The School Director shall provide a written record of agreements reflecting decisions concerning workload assignments that may later affect promotion decisions to the faculty member and copies retained in the candidate’s permanent file. These documents may be used in the evaluative materials submitted by the candidate at the time of review.