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RESOLUTION: UNIT DEVELOPMENT OF CRITERIA FOR EFFECTIVE TEACHING

WHEREAS, The primary function of the University is teaching in accordance with “The Mission of The University of North Carolina at Greensboro” and, as set forth in the University-wide Evaluation Guidelines for Promotions and Tenure (Section II. A.); and

WHEREAS, It is essential that excellence in teaching should be encouraged and rewarded; and

WHEREAS, The scope of teaching is defined in the University-wide Evaluation Guidelines for Promotions and Tenure (Section II.A.1.) as “activities related to instruction and learning that occur both inside an outside of the classroom,” and teaching is considered multifaceted and encompassing many activities not in the classroom; subsets of the scope may include, but not be limited to (1)instructing, (2) advising, supervising, guiding, and mentoring students, (3) developing learning activities, and (4) developing teachers and teaching; and

WHEREAS, In the above document (Section II.A.2),the documentation of teaching effectiveness (commonly referred to as a teaching portfolio) may include, but not be limited to (1) descriptions of teaching activities, (2) documented outcomes, (3) judgments about teaching, (4) eminence measures, and (5) self-reflection and appraisal; and

WHEREAS, The teaching and instructional needs vary from department to department, level to level, upper division and lower division students within a program (i.e., sophomore or senior or master's or doctoral students) (Source: Cashin, W.E., (1995) Student Ratings of Teaching: Recommendations for Use. Center for Faculty Evaluation and Development, Kansas State University; Idea Paper #22); and

WHEREAS, The research on student ratings of teaching recommends that these ratings are only one source of data and must be used with a combination of multiple sources of data in order to make a judgment concerning all components of teaching (Source: Cashin, W.E., (1990) Student Ratings of Teaching: The Research Revisited. Center for Faculty Evaluation and Development, Kansas State University; Idea Paper #32); and

WHEREAS, Student ratings in the University-wide Evaluation Guidelines for Promotions and Tenure document are included as one of more than 29 examples under the five subheadings of Documentation of Teaching Effectiveness (Section II.A.2) and is one of eleven examples specific to Judgments about Teaching (Section II.A.2.c.); therefore,

BE IT RESOLVED, That student ratings using validated instruments should be only one of several measures of teaching effectiveness as indicated in the University-wide Evaluation Guidelines for Promotions and Tenure document (of which only one criterion deals with student evaluation of teaching effectiveness); and

BE IT FURTHER RESOLVED, That individual units develop/describe criteria for effective teaching within their units, since the units are in the best position to know the most useful and appropriate indicators of effective teaching within their units; and

BE IT FURTHER RESOLVED, That the units inform the Faculty Promotions and Tenure guidelines Committee and Provost’s Office of the unit-determined criteria for the evaluation of teaching within the unit by April 1, 2000.

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