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Faculty Handbook

2.5. Assessment of Teaching Effectiveness

All faculty are required to conduct formal student evaluations for every class during the last two weeks of the semester using the evaluation forms specified by the university and the appropriate college and department. See the section labeled Student Comments on Instructional Effectiveness below and consult with your dean or chair for additional information or other required forms. Chairs who receive unsolicited feedback about a faculty member’s teaching, supervising, and mentoring effectiveness must share the information with the faculty member within one week.

Faculty members are encouraged to disseminate their best teaching practices to appropriate audiences and to subject their work to critical review. In addition to documenting teaching effectiveness in terms of student learning, faculty should provide other measures of teaching effectiveness, such as teaching awards, evidence of handling diverse and challenging teaching assignments, securing grants for curriculum development or teaching techniques, and contributions to the achievement of departmental teaching-related goals.

Philosophy and Goals of Teaching, Supervising, and Mentoring
All faculty should articulate their individual philosophy of teaching, supervising, and mentoring and their goals for teaching and student learning should be developed and included as a part of tenure and promotion materials. A faculty member’s philosophy of teaching should concentrate on large-scale goals for fostering student learning and development in the context of one’s discipline and the courses that one teaches. However, rather than reiterating learning outcomes for individual courses, faculty should focus on their general aims and interests with respect to teaching and student learning. A clearly articulated philosophy of teaching will also communicate the personal values, beliefs, and goals that underlie a faculty member’s approaches to teaching, supervising, and mentoring. It should also address how one’s philosophy embodies expectations for teaching, supervising, and mentoring related to a departmental mission, institutional initiatives (e.g., PTEU or General Education), or accreditation requirements. Finally, a faculty member’s philosophy can help guide one in selecting aspects of teaching, mentoring, and supervising to be assessed and evaluated and in documenting examples of activities and practices that embody and exemplify one’s philosophy.

Each faculty member is encouraged to prepare a written document describing his or her philosophy of teaching by the end of the first year of full-time employment at KSU and share and discuss it with his or her department chair. Because teaching is a dynamic process that is responsive to factors such as assessment information, new techniques that become available, and changes associated with revisions in a departmental mission, PTEU requirements or accreditation standards, one’s philosophy may undergo revisions over time. As a faculty member’s philosophy evolves, revisions and updates should be shared with his or her department chair as part of the annual review. This philosophy should also provide a context for evaluating assessment results, as manifested in the various forms described below. Ultimately, this philosophy must be incorporated within the narrative that is shared with peers and administrators when a faculty member submits a portfolio for review.

Student Comments on Instructional Effectiveness

 “Each institution, as part of its evaluative procedures, will utilize a written system of faculty evaluations by students, with the improvement of teaching effectiveness as the main focus of these student evaluations” (BoR


Course Number and Title:

Course Day/Time:                                                                                                 


KSU faculty value student feedback about the course, their teaching, and course materials, which can be used to improve teaching and learning. Please take as long as you need to answer the questions listed below. If you need additional space, please request a second form rather than writing on the back of the form.

1. The instructor was effective in helping me learn.
            A. Strongly Agree  B. Agree   C. Strongly Disagree  D. Disagree   E. No Response
2. Overall the content of this course contributed to my knowledge and intellectual skills.
            A. Strongly Agree  B. Agree   C. Strongly Disagree  D. Disagree   E. No Response
3. Please comment on the instructor’s strengths.
4. Please comment on ways the instructor might improve.
5. Please comment on the course content.