The fundamental expectation of the College of Arts and Sciences (CAS) in evaluation of faculty teaching is evidence of good teaching, which can include evidence of student learning. This document summarizes CAS requirements and recommendations for documenting quality of teaching performance. These requirements and recommendations are based on guidelines published by the Executive Vice Chancellor.
Although the focus of this document is on preparation of reappointment, promotion and/or tenure files, the approaches discussed below are also relevant to annual merit evaluations and creating unit cultures that place explicit value on teaching as well as mentorship related to teaching. Visit this collection of teaching resources.
Administrative/Department
The following must be provided within the “Administrative” section of the file. For more information, see Documentation Request for Promotion and Tenure (EVC).
Course Listing and Evaluation Form
Using the forms provided by the EVC (PDF | DOC), list all UNL courses taught during the relevant period:
- Reappointment evaluations: Courses taught during most recent appointment (Practice faculty) or since joining UNL (tenure-track faculty).*
- Evaluation for tenure: Courses taught since appointment at UNL.*
- Promotion evaluations not involving tenure: Courses taught at UNL, with emphasis on teaching while in current rank.
* Some work in advance of UNL hire can be considered if this is described in offer letter. Typically, this is restricted to cases involving a shortened tenure “clock.”
For courses taught during or prior to Fall 2020, provide the numerical average for student evaluation of instructor along with the unit average in a comparable course or courses. For courses taught beginning Fall 2020, list courses and enrollment but do not provide any numerical evaluation data. Suggest an empty row between two groups.
Student Learning Experience Survey Reports
For course taught beginning Fall 2020 and in which evaluations are conducted using the standard evaluation form, the reports should be exported from Canvas (in a form that includes the collated student comments) and posted in chronological order behind the course listing. Note that individual evaluation forms from the pre-2020 process do not go in this section.
Peer evaluations
A minimum of two peer evaluations are required, along with a description of the unit peer evaluation processes. Peer evaluation letters are expected to analyze the quality and effectiveness of teaching and may consider multiple components in addition to course observation:
- Classroom environment and instructional approach. For example, active learning and/or group learning strategies, evidence of inclusive teaching practices.
- Analysis of course structure, materials, and assessments.
- Analysis of efforts and achievement related to self-improvement related to classroom instruction: Examples: participation in workshops, teaching awards.
- Analysis of student outcomes.
- Analysis of student evaluations (pre-2020) or Student Learning Experience surveys (2020-)
The peer evaluation requirement may be satisfied by a report from a unit peer evaluation committee if the latter includes a detailed analysis based upon a multifaceted approach.
Timing
The most valuable evaluations will be conducted in time to support meaningful and demonstrable improvement.
Resources
- Peer Review Teaching
- Faculty-Led Inquiry into Reflective and Scholarly Teaching (FIRST program)
- Peer Review of Teaching (from Vanderbilt University)
- CTT recommendations on peer observation
Candidate's Section
For more info, see the Documentation Request link in the previous section.
1. Curriculum vitae (CV)
The curriculum vitae is an important component in a description of teaching, providing the opportunity to display longitudinal and/or tabular summaries of course offerings, enrollments, outcomes, advising, recognition and awards, and activities associated with pedagogical development and improvement.
2. Candidate’s Statement on Teaching (required if apportionment includes teaching).
The combined statements section is limited to 15 pages (not including COVID impact discussion); it is suggested that the portion dedicated to teaching be commensurate with apportionment. The statement is expected to identify the portion of work that the candidate judges to be of greatest significance, to explain the significance, to point out existing or anticipated impact, and to identify plans for improvement and pedagogical development, including discussion of the role of mentoring. The Statement should refer to the appendices for supporting information or details.
EVC guidelines (see link to documentation request above) suggest inclusion of “teaching goals, practices, accomplishments, and summary of evidence that documents local and broader impact.” Candidate statements often include discussions of the components listed below, shown here within suggested sections.
Teaching Philosophy and Reflection: Self-analysis of teaching, including student and peer evaluation; outcomes (grades retention); course/curriculum development or revision; mentoring and advising; and innovative practices. Describe efforts for self-improvement (some overlap with other sections below). Candidates who have made significant changes in their teaching approach might consider a reflective piece here that, along with a philosophical statement, discusses the changes in their outlook and approach.
Nonclassroom instruction: Advising/mentoring of research and/or independent study students; outcomes in terms of dissertations, theses (including undergraduate theses).
Professional Development: Professional growth as an instructor (workshops, courses and short courses, mentoring activities (as a mentor and/or mentee) advising, self-reporting on peer observations, awards), contributions to the scholarship of teaching and learning (SoTL; publications, presentations, and other products); and grants for improvement of teaching. Note that faculty can request a report from the Center for Transformative Teaching (CTT) summarizing participation in workshops.
Outcomes: Describe changes made to curricula and teaching practices and the effects on student outcomes, which could include a contextualized discussion of student performance relative to unit and disciplinary standards.
Teaching related engagement: Within the university, this may include invited lectures, including guest lectures; mentoring or leadership activities related to teaching. Beyond the university, this may include teaching or mentoring within the community or discipline that is related to your UNL teaching apportionment.
Contributions to Diversity, Equity, and Inclusion (DEI): Describe participation in workshops, training, and courses related to DEI; describe inclusive practices related to curricula and classroom practice; consider a reflective piece on the effect of the contributions (e.g., changes in equity gaps). For nonclassroom instruction, consider efforts and impacts related to mentoring and training.
3. Appendices (Candidate)
Data included here must relate to and expand upon information introduced in earlier sections, most typically the Candidate’s Statement. Candidates are urged to organize the CV, the Statement, and the Appendices with an eye to clarity and mutual reinforcement.
- Student evaluations (pre-2020); include a copy of the evaluation instrument.
- Documentation of course design, development, and/or revision; course syllabi.
- Instructional materials: quality and perceived appropriateness.
- Assessment instruments: quality, perceived appropriateness, student performance, and nature of feedback.
- Course outcomes (e.g., evidence of impact in terms of student success; student performance in terms of unit and/or disciplinary standards). May include correspondence from former students.
- Classroom environment and instructional approach (e.g., active learning and/or group learning strategies).
- Contributions to diversity and inclusion.
Visit the Documentation Request for Promotion and Tenure (EVC).
October 2023