Manual for Evaluating Teaching and Developing Teaching portfolio :


The overall purpose of this manual is to provide comprehensive overview of the process of evaluating teaching at the University of Illinois College of Medicine. Its specific purposes include providing guidelines and forms for evaluation and documentation of faculty members' teaching efforts in a variety of areas, while, at the same time, meeting University informational requirements for Promotion and Tenure.

In the past, the P&T process primarily emphasized faculty research and scholarly activity. But over the last 10 years, with initiatives encouraged by the College Executive Committee, teaching has been given increasing consideration for academic promotion, and a mechanism better to address teaching contribution was needed. The shift included addition of several new categories for documentation, among them: Instructional Innovations, Student Ratings of Instruction, Peer Ratings of Instruction (including both observation of teaching activities and instructional document review), Instructional Self-Review, and Information from Former Students.

Consequently the Academic Dean constituted a College Committee on Teaching charged with developing a reliable and comprehensive system to document teaching. Committee members Gerald Bartlett, Daniel Bloomfield, Richard Foley, Mark Gelula, Joseph Levenstein, Michael Seefeldt, James Whalen, and Annette Yonke (Chair) represented various levels of expertise and drew from all four COM sites. After work spanning several academic terms the original Evaluating Teaching in the College of Medicine: A Handbook, edited by Seefeldt and Yonke was published in 1995. It was based on the portfolio approach: assuming that systematically assembled "portfolios with fuller data may provide better evidence of excellence in teaching" and better support teaching's significance in decisions of promotion and tenure.

The Handbook fulfilled its avowed intention and was widely shared nationally and internationally, but its implementation throughout the College both yielded new ideas and suggested modifications. Meetings with P&T Committee chairs and members, suggestions from deans overseeing the process and from curriculum committees using the material, and reactions of faculty candidates and their administrators contributed. This resultant edition fine-tunes some options, adds and alters others, and emphasizes the idea of long-term assembly of a teaching portfolio, as implied in the new title "Manual for Evaluating Teaching and Developing a Teaching Portfolio in the College of Medicine." With these improvements, the manual will continue to elucidate the importance of teaching at UICOM generally, and, specifically, support a logical balance between the scholarships of teaching and research as criteria for promotion and tenure.

The Manual contains both explanations of the process for documenting and evaluating teaching and a wide array of forms for actual use in building a comprehensive portfolio. It elaborates on criteria, establishes time lines for the P&T process, and provides directions on how to collect and submit data for teaching activities. But it may also be used for purposes other than P&T, such as annual reviews, formative teaching evaluation and feedback, and faculty development. A rationale for emphasizing excellence in teaching - introducing Part I - underscores the College's strong commitment to promoting effective teaching.

 

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