Purpose and Goals
Purpose
This policy articulates the University’s commitment to fostering Teaching excellence across a variety of contexts and in a variety of locations, by means of Integrated Evaluation of Teaching. This approach involves gathering and integrating data from multiple sources using both formative and summative processes. This policy is designed to support the development and implementation of practices that lead to the Teaching excellence envisioned by the University.
In Integrated Evaluation of Teaching, the University upholds principles of transparency, equity, diversity and accessibility, and flexibility by applying this policy and its procedures in a flexible manner. It is recognized that equitable application is not necessarily equal application in all circumstances. Flexibility within this policy allows Academic Units the reasonable exercise of discretion and sound judgement in response to the unique circumstances of the unit and the context of Teaching and learning within the disciplinary culture. In implementing the Integrated Evaluation of Teaching procedures, Academic Units are responsible for the implementation of broad and consistent standards tailored to the distinct Teaching circumstances.
This policy sets out the requirements of an integrated approach to the evaluation of Teaching, as well as the process for submitting to the respective Provost's Office integrated evaluation of teaching procedures developed within Academic Units. These procedures will need to balance the need to nurture and evaluate Teaching excellence as a fundamental component of the University's academic mission, with the time, effort, and capacity to enact them within diverse disciplinary contexts.
Goals
- To provide a mechanism for the evaluation of Teaching to foster and enable Teaching practices designed to enhance student learning and engagement across a variety of contexts and in a variety of locations;
- To support the development and success of Course Instructors across the University;
- To ensure consistent use of integrated evaluation of Teaching processes across the University; and
- To establish a process by which Academic Units can develop and revise procedures for an Integrated Evaluation of Teaching.
Applicability
This policy is applicable to all Course Instructors employed by The University of British Columbia Teaching credit Courses including lecturers, and tenure-stream faculty members, and can be applied to clinical faculty, sessional instructors, adjunct faculty, and emeriti.
Exclusions
None.
Definitions
For the purposes of this policy:
| Academic Unit | Means a faculty, college, school, department or division of the University; as well as any institute or centre of the University that offers credit Courses or in which faculty have their primary appointments. |
| Course of Instruction (“Course”) | Means a structured series of classes or a sustained period of instruction that corresponds with a for-credit course description set out in the Academic Calendar. |
| Course Instructors (“Instructors”) | Means the members of the University’s Teaching staff who have primary responsibility for the organization and operation of the Course. |
| Integrated Evaluation of Teaching | Means an ongoing process designed to support evaluation of Teaching and its effectiveness, through consideration of multiple types and sources of feedback and pedagogical information. |
| Peer Review of Teaching | Means the process by which peer reviewer(s) evaluate Teaching-related activities for either formative (for development) or summative (for personnel decision-making) purposes. |
| Self-Reflection | Means the Course Instructor’s own critical examination of their instructional practices to assess their effectiveness and to identify areas of strength and areas for improvement. This is done with consideration of the evolving nature of the discipline and pedagogy. |
| Student Feedback | Means the input provided by students regarding their experiences of Teaching, including, but not limited to, responses collected through the Student Experience of Instruction survey. |
| Teaching | Means any activity by which students, whether in degree or non-degree programs sponsored by the University, derive educational benefit. |
Policy
- The evaluation of Teaching at the University will be an Integrated Evaluation of Teaching.
- Teaching to be evaluated may include, but is not limited to, lectures, seminars and tutorials, individual and group discussion, supervision of individual student’s work (undergraduate and graduate), or other activities as determined by the Course Instructor.
- Academic Units must conduct Integrated Evaluation of Teaching of Course Instructors, with the frequency of evaluations to be specified in the procedures developed by each faculty or Academic Unit.
- Integrated Evaluation of Teaching includes, at a minimum, the following:
- Self-Reflection;
- Student Feedback;
- Peer Review of Teaching.
- Peer Review of Teaching addresses both formative review and summative evaluation. As there are different goals for each type of review, Academic Units will determine the processes to be conducted considering faculty capacity and unit size.
- In conducting a Peer Review of Teaching, reviewers will consider materials provided by the Course Instructor (e.g., the syllabus, lesson plan or lecture materials, and supplementary materials such as a lab manual); observe Teaching activities; meet with the Course Instructor; and produce a written assessment. Collectively, the reviewers must have the relevant expertise to understand the disciplinary and pedagogical context in which the teaching is taking place.
- Self-Reflection by the Course Instructor(s) will be included in the Integrated Evaluation of Teaching, and should comprise approaches to Course design and structure, teaching strategies and methods, student performance and outcomes, professional development activities, and strategies for improvement in teaching.
- Student Feedback will include end-of-term student surveys outlined in the current Student Evaluation of Teaching policy. Additional methods of collecting and incorporating Student Feedback may be used at the discretion of the Course Instructor and/or Academic Unit.
- Academic Units are required to develop procedures for the Integrated Evaluation of Teaching. Recognizing that each Academic Unit may have unique Teaching and learning contexts, including how different sources and types of evidence are integrated, this policy does not mandate a specific set of processes or procedures.
- Each Academic Unit must clearly communicate its procedures to all Course Instructors in the Academic Unit.
- The procedures developed under this policy must be approved by the corresponding Dean or head of the Academic Unit.
- Each Academic Unit must review its Integrated Evaluation of Teaching procedures. It is recommended this review take place approximately every 5 years.
- Nothing in this policy should be interpreted as derogating from the academic freedom of Course Instructors.
- The UBC Vancouver Vice-Provost and Associate Vice-President, Teaching and Learning, and the UBC Okanagan Associate Provost, Academic Programs, Teaching and Learning will report annually to the Senate Teaching and Learning and Learning and Research Committees respectively on implementation.
- The Vancouver Senate Teaching and Learning Committee and the Okanagan Senate Learning and Research Committees may review procedures under this policy and provide feedback to Academic Units to assist with its implementation and interpretation.
- The procedures developed under this policy will align with the University’s commitment to principles of equity, inclusivity, diversity and accessibility. The procedures must enable and facilitate diverse perspectives on Course design, pedagogy, and assessment in line with effective and inclusive Teaching and learning practices.
A link to Senate Policy J-138 can be found here.