Instructional Description of new and different pedagogical Description of pedagogical innovations used to enhance teaching and learning innovations was missing, Innovations was included unclear, or incomplete Aspects may have included: new approaches introduced, evaluations of new approaches, and changes that be made Course Syllabi A brief explanation was given of the syllabi which Explanation of syllabi was highlighted: the courses and the teaching style, incomplete or missing whether the syllabi were learning-centred, and the Samples of course syllabi were content of the documents (including course content missing from the appendix and objectives, teaching methodology, readings and assignments) Samples of course syllabi were included the appendix Documentation of A brief explanation of improvement efforts and Explanation of improvement professional development activities were given efforts and profession Teaching Certificates of attendance and other related items development was missing or Improvement were contained in the appendix. The following incomplete might also be included: faculty development Samples were missing from the workshops and conferences, classroom applications appendix of ideas learned, steps taken to improve teaching, and responses to suggestions from students Questions to consider when assessing: faculty development seminars and workshops were attended, how has the information been applied to teaching, what other evidence was there of growth or change Long- and Short-Term Several short-term and long-term goals were given. Either long- or short-term goals These were concrete, realistic, and attainable. were missing Teaching Goals Where reasonable these goals were broken down The goals lack clarity &/or into more workable units. Tentative timelines were were unattainable, e.g. not indicated for each goal. concrete Questions to consider when assessing: what Timelines for the were teaching goals has the instructor been unable to missing attain in the past that he/she would like to pursue now? Why were they important? How can the department or institution help the instructor achieve those goals? Has the instructor has considered what kind of resources (people, money, space or time) were needed to help achieve the goals? Papers and A current list of all papers and presentations The list of papers and related to teaching was given. These might include: presentations related to Presentations teaching practices research, research related to the teaching was missing, content being taught, etc. incomplete, or out of One or two sample papers or presentations were Sample papers &/or included in the appendix presentations were missing from appendix Material from Others weighting 30-40% – – Meets Standards Below Standard
Instructional Innovations Description of new and different pedagogical innovations used to enhance teaching and learning was included Aspects may have included: new approaches introduced, evaluations of new approaches, and changes that be made Description of pedagogical innovations was missing, unclear, or incomplete Course Syllabi A brief explanation was given of the syllabi which highlighted: the courses and the teaching style, whether the syllabi were learning-centred, and the content of the documents (including course content and objectives, teaching methodology, readings and assignments) Samples of course syllabi were included the appendix Explanation of syllabi was incomplete or missing Samples of course syllabi were missing from the appendix Documentation of Teaching Improvement A brief explanation of improvement efforts and professional development activities were given Certificates of attendance and other related items were contained in the appendix. The following might also be included: faculty development workshops and conferences, classroom applications of ideas learned, steps taken to improve teaching, and responses to suggestions from students Questions to consider when assessing: faculty development seminars and workshops were attended, how has the information been applied to teaching, what other evidence was there of growth or change Explanation of improvement efforts and profession development was missing or incomplete Samples were missing from the appendix Long- and Short-Term Teaching Goals Several short-term and long-term goals were given. These were concrete, realistic, and attainable. Where reasonable these goals were broken down into more workable units. Tentative timelines were indicated for each goal. Questions to consider when assessing: what teaching goals has the instructor been unable to attain in the past that he/she would like to pursue now? Why were they important? How can the department or institution help the instructor achieve those goals? Has the instructor has considered what kind of resources (people, money, space or time) were needed to help achieve the goals? Either long- or short-term goals were missing The goals lack clarity &/or were unattainable, e.g. not concrete Timelines for the were missing Papers and Presentations A current list of all papers and presentations related to teaching was given. These might include: teaching practices research, research related to the content being taught, etc. One or two sample papers or presentations were included in the appendix The list of papers and presentations related to teaching was missing, incomplete, or out of Sample papers &/or presentations were missing from appendix Material from Others – weighting – 30-40% Meets Standards Below Standard
university-of-alberta-peer-review-of-teaching-appendices.docx