1. How is your teaching recognized and rewarded in CBS? Dec 12, 2016
Who’s Rating
YOUR Teaching?
How is your teaching recognized and rewarded in CBS?
Dec 12, 2016

2. How is your teaching Recognized and Rewarded?
Mission of the COESP:
To SUPPORT and PROMOTE:
Education research
Learning outcomes development and assessment
Evidence-based practice
TODAY: We want to help promote your teaching!

3. TODAY’s AGENDA The Synoptic T&P Policies – 15 min
What do our students think about teaching evaluations and where do they go for information about your course? – 20 min
ROUNDTABLE: How do you believe your teaching is evaluated? – 45 min/ Break – 10 min
What does the research say about teaching evaluations? – 15 min
Evaluation alternatives – 20 min
ROUNDTABLE: Create a toolkit! How can you / we implement - 45 min
OUTCOME: Report back to our colleagues. COESP work with others to determine the next steps

4. Teaching in CBS Tenure & Promotion Policies
The Synoptic Policies
Teaching in CBS Tenure & Promotion Policies

5. Which part of your DOE does this fall under?
Warm up Question
You research the effectiveness of a different teaching approach in your class and report out the results.
Which part of your DOE does this fall under?

6. Phylogenetic Tree of T&P Policies
Common Ancestor?
HHNS IB
MCB
2008
2012
2014
2010

7. What’s used to rate your teaching
Undergraduate teaching contributions
Graduate teaching contributions
Peer and student evaluations of teaching
Teaching scholarly activity
Your Teaching Dossier – required!

8. Undergraduate Teaching Contributions
IB-MCB:
delivery of course material
classroom and laboratory involvement
course and program development
distance education involvement
supervising research projects
MCB
counseling and mentoring students
HHNS
Hours of student contact
lectures, labs, tutorials
number of students.
Course coordination
the commitment of time to be estimated by the faculty member
The teaching component includes:
classroom, laboratory, applied teaching and distance education

9. Graduate Teaching Contributions
IB - MCB
advising graduate student research projects
participating in graduate advisory committees
participating in graduate qualifying and final examinations
participation in, and delivery of, graduate courses
development of courses and/or programs
participating in graduate seminars and colloquia,
counseling and mentoring of students IB
distance education involvement
HHNS
Advising of graduate students
membership on advisory committees
exam committees

10. Peer and student evaluations of teaching
IB-MCB
classroom observation by trained individuals
using agreed upon protocols (IB)
signed comments and student course evaluations
consideration of measures of student performance and learning outcomes
Student evaluation results (grades) (IB)
HHNS
non-student
evaluations
student evaluations of instructors for each graduate or undergraduate course
Effective teaching performance will normally be defined by an average score of 3.5 or greater

11. Teaching Scholarly Activity
IB-MCB
attending workshops
applying for teaching development funds
Publications
teaching philosophy
methodology
teaching materials
oral presentations to professional educators or to other user groups
HHNS The traditional departmental component referred to as research is now referred to…as scholarship The research/scholarship component may involve traditional discovery-based activities, or may involve other forms of scholarship

12. Your Teaching Dossier IB-MCB
Minimally, this dossier must comprise a statement of teaching approach and philosophy
including course content and examinations
HHNS
statement of teaching philosophy (minimum requirement)
Plans for future course development
Other materials are allowed
course outlines and sample exams

13. Other considerations -- Research
IB-MCB
refereed publications
reviews
editorship or authorship of books or chapters in books
other publications (e.g., technical reports)
provides an appropriate intellectual challenge and constitute a significant contribution to science
presentations (particularly invited ones) at scholarly conferences and symposia
development of new technology, value- added products, and patents,
a historical record of successful applications for grants/contracts.
HHNS
research/scholarship activities should be clearly distinct from student contact activities that are being assessed in the teaching category
Scholarship Portfolio
non-discovery type activities in research/scholarship
curriculum and course development, or design and implementation of programs that extend beyond the University

14. Career Paths weighted toward TeachingIB
would likely involve additional teaching over 2 semesters per year.
expected that the faculty member will have demonstrated significant scholarly activity related to teaching
publications on teaching philosophy and methodology, teaching materials (e.g., books, lab manuals, films, slide sets, computer programs, web sites)
oral presentations to professional educators or to other user groups.
An Unsatisfactory Rating:
In the standard career path this will mean poor work in teaching
and/or negligible research* outcomes
*"Research" includes the scholarly activities associated with an alternative career path that is oriented toward education.
HHNS
demonstrate substance in undergraduate teaching and creativity in pedagogy.
MCB
scholarship in teaching is expected.
contributions to the pedagogical literature and/or the publication of textbooks.
clear evidence of leadership
external recognition of the faculty member's pedagogical contributions.

15. How is your teaching recognized and rewarded?