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Thursday, April 13

  1. page Understanding Instructional Effectiveness edited ... Additionally, the resources presented serve a wide variety of instructional contexts, includin…
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    Additionally, the resources presented serve a wide variety of instructional contexts, including instructional modality, disciplinary practice, course level, and experience of the individual faculty member. Specific criteria related to instructional effectiveness at CSULB is not included in these resources. The resources are NOT intended as an extension or replacement of any campus policy on teaching, learning, or faculty evaluation (e.g., Syllabus policy, RTP policies, Lecturer Evaluation policies, and so on).
    What is Instructional Effectiveness?
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    learning outcomes.
    here
    There is not
    Numerous processes or those things that faculty/instructors do to facilitate student learning (e.g., pedagogies, teaching strategies, course learning activities and assessments);
    Direct instructor classroom/instructional environment behaviors that represent required duties instructors must carry out in order for students to learn;
    (view changes)
    11:04 am

Tuesday, September 27

  1. page Documenting Instructional Effectiveness edited Documenting Instructional Effectiveness is intended to assist faculty engaged in documenting their …
    Documenting Instructional Effectiveness is intended to assist faculty engaged in documenting their own teaching processes, practices, and outcomes. Documenting Instructional Effectiveness is intended provide a foundation of what is typical in organizing and documenting effective teaching in higher education contexts. As such, the resources are not intended as a checklist or criteria, but general resources to support faculty who are unfamiliar or less familiar with the process of documenting teaching effectiveness for the purpose of formative or summative peer review.
    ...
    may not be usefulapply in specific
    Links to CSULB Evaluation Documents and Forms:
    Lecturer Evaluation Process
    Reappointment, Tenure, & Promotion Process/
    ALL Evaluation Forms/
    ...
    and are for evaluated for instructional effectiveness
    Category 1: Course content and instructional/pedagogical knowledge and competence.
    Category 2: Adherence to university/college/department policies, practices, and requirements.
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    Category 4: Classroom/Instructional environment behaviors which instructors must carry out for students to learn.
    Category 5: Assessment of student outcomes, including, synthesis of student response to instruction, course grade distributions, and course GPAs, exemplary student work.
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    of Teaching (SPOT) form come
    ACE Item Pool (Univ. of Iowa)
    Quality Online Teaching & Learning (QOLT)
    ...
    Pedagogical competence is demonstrated by listing/explaining advanced education, training, certificates, etc. specific to teaching, instruction, and/or pedagogy. Faculty are often asked to provide a teaching statement or teaching philosophy. Vanderbilt University's Center for Teaching provides good resources for those writing a Teaching Statement or Philosophy for the first time or revising one written previously.
    2. Adhering to university/college/department policies, practices, and requirements.
    Typically, course material either “adheres to” or “does not adhere to” current campus policies and/or expected practices. Formative assessments should provide the faculty member with recommendations on how to achieve adherence with current policies and practices. DepartmentsDepartments are required
    Faculty assigned to courses in modalities other than face-to-face (e.g., online, hybrid, flipped) should determine if there are additional university policies and practices specific for their course modality. Consult with your department chair about any policies, requirements, or additional training that might be required for a specific instructional modality (laboratories, active learning classrooms, flipped, hybrid, online).
    ...
    – check releventrelevant policies to
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    Policy Statements
    The evaluative items used in all examples are drawn from two resources: (1) The University of Iowa Assessing the Classroom Environment (ACE) Item Pool; (2) The CSU’s instrument used to assess Quality Online Teaching and Learning (QOLT). Please Note: All items from QOLT are distinguished by an *

    Example evaluative items used,
    The syllabus adheres to the university syllabus policy.
    Campus accessible technology policies are followed.
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    *Grading policy is provided in a manner that clearly defines expectations for the course and representative assignments.
    *Syllabus (or similar) links to the campus accessibility policy.
    *Items From CSU’s instrument used to assess Quality Online Teaching and Learning (QOLT).
    3. Development, design, and presentation of instructional material for a course.
    There are numerous ways to discuss (in your narrative) and provide evidence (in your supplemental file) of how you developed, designed, and presented instructional material for a course. Chronological order is typical (e.g., beginning with your overall approach, background research/investigation of texts, assessments of student prior learning, typically approaches to the course, culturally relevant pedagogies, etc.). Address how you arrived at a design that is aligned with your course modality (face-to-face, flipped, hybrid, online) and intended student learning outcomes. Address how you have incorporated culturally responsive approaches in your design and considered any needs specific to CSULB students. Finally, you should discuss the channels/methods you use to present instructional material in the course. Seek guidance from your department chair about your department and college expectations and practices.
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    *The technical competencies necessary for course completion are provided and identified.
    4. Classroom/Instructional environment behaviors that instructors must carry out in order for students to learn.
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    evaluation of teaching others do not.teaching. Most classroom
    ...

    Importantly, classroom or instructional environment behaviorsobservations allow for
    ...
    student affect (i.e., linking the course content, motivation to learn) for the
    Typical items used to assess teacher communication are as follows:
    The instructor is effective in presenting materials in lecture/discussion.
    ...
    Exams, signature assignments, final course projects, and other exemplary work by students is typically used as evidence of student learning and instructional effectiveness. Make sure that you connect the student work to specific course learning outcomes and explain how the work demonstrates learning for a particular outcome. Some programs require students to maintain a portfolio of work accomplished in the program of study. Student portfolio submissions from your courses may also serve as evidence of instructional effectiveness. Faculty often work with students on independent study or other types of undergraduate/graduate research projects. Be sure to include any outcomes achieved by students engaged in independent study or research with you (e.g., poster and paper presentations at conferences, publications, etc.).
    Seeking Formative Peer Review
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    your teaching. Formative assessments should provide the faculty member with recommendations on how to achieve adherence with current policies and practices. Additionally, you
    ...
    reviews of teaching.teaching and suggestions on how to do so.
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    9:35 am

Wednesday, September 14

  1. page Documenting Instructional Effectiveness edited ... Category 4: Classroom/Instructional environment behaviors which instructors must carry out for…
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    Category 4: Classroom/Instructional environment behaviors which instructors must carry out for students to learn.
    Category 5: Assessment of student outcomes, including, synthesis of student response to instruction, course grade distributions, and course GPAs, exemplary student work.
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    standardized item poolpools used at
    ACE Item Pool (Univ. of Iowa)
    Quality Online Teaching & Learning (QOLT)
    (view changes)
    2:45 pm
  2. page Documenting Instructional Effectiveness edited ... and documenting instructional effectiveness effective teaching in higher All faculty shou…
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    and documenting instructional effectivenesseffective teaching in higher
    All faculty should consult relevant university, college, and department policies and practices for specific expectations, criteria, and requirements. Documenting Instructional Effectiveness is intended to be a general guide and provides information that may not be useful in specific circumstances. Likewise, the resources may not contain information specific to some college and/or department requirements. This resource does not substitute or take the place of any university policy. Consult with your department chair about department/program expectations, criteria, and requirements and how to utilize this resource for your own needs.
    Links to CSULB Evaluation Documents and Forms:
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    2:43 pm
  3. page Documenting Instructional Effectiveness edited ... The instructor encourages students to communicate with the instructor outside of class if they…
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    The instructor encourages students to communicate with the instructor outside of class if they are having difficulty.
    The instructor communicates concern for student learning.
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    not limited toto, student response
    The CSU-system requires an end-of-course student response to instruction. CSULB has a policy and instrument to meet this requirement: Student Perceptions of Teaching (SPOT). Please read the policy and instrument. Consult with your department chair about selecting courses to be evaluated via SPOT. Generally, end-of-semester student responses to instruction reflect perceptions of specific, observable teaching behaviors (e.g., the teacher was available during office hours, assignments were returned in a timely fashion). Student perceptions may also serve as indirect indicators of student affective learning, cognitive, and/or psychomotor learning.
    Student perceptions of teaching that fall below department and college norms, consistently, can indicate a problem with instructional effectiveness and a formative review of teaching is recommended. A formative review following SPOT items that fall below department/college norms, consistently, should assist the faculty member in identifying specific areas to be improved.
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    2:42 pm
  4. page Documenting Instructional Effectiveness edited ... *Items From CSU’s instrument used to assess Quality Online Teaching and Learning (QOLT). 3. D…
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    *Items From CSU’s instrument used to assess Quality Online Teaching and Learning (QOLT).
    3. Development, design, and presentation of instructional material for a course.
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    presented instructional materialsmaterial for a
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    of texts, assessments of student prior
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    considered any specific needs yourspecific to CSULB students.
    Example items used, typically, to assess development, design, and presentation of instructional material for a course.
    Course Development and Design:
    ...
    *The instructor provides feedback in a timely manner.
    *The instructor engages in behaviors that keep students on task (e.g., provides clear due dates/reminders of course readings, homework, assignments, projects and exams).
    Typical items thatused to assess facilitation
    *The instructor provides information about how to be a successful learner in this course.
    Student’s questions are encouraged.
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    The instructor is good at facilitating group discussion.
    *The modes and intended outcomes of student interaction are communicated clearly.
    *Learning*The learning activities facilitate
    *The instructor explains clearly her/his role regarding participation in the online environment.
    Students are encouragedThe instructor encourages students to communicate
    The instructor communicates concern for student learning.
    5. Assessment of student outcomes includes, but is not limited to student response to instruction, course GPA, course grade distributions, and exemplary student work (e.g., culminating assignments or projects, benchmark assignments, other evidence of student learning specific to course learning outcomes, etc.).
    Assessment of student outcomes covers student perceptions, student work, and course grade outcomes (e.g., course GPAs and course grades).
    CSU
    The CSU-system requires one student outcome index for instructional effectiveness - an end-of-course
    Student perceptions of teaching that fall below department and college norms, consistently, can indicate a problem with instructional effectiveness and a formative review of teaching is recommended. A formative review following SPOT items that fall below department/college norms, consistently, should assist the faculty member in identifying specific areas to be improved.
    Course grades may be reported by the number of A’s, B’s and so on – students earn in a course, course completion rates or the percent of students who earn D’s, F’s, W, or I. Course grades may also be reported by student ethnicity. Student grades by student ethnicity is important because it demonstrates the possibility of “opportunity gaps” in instruction in a course or across multiple sections of a course. The term “opportunity gap” refers to a disproportionate number of student non-completions within or across ethnic groups.
    Exams, signature assignments, final course projects, and other exemplary work by students is typically used as evidence of student learning and instructional effectiveness. Make sure that you connect the student work to specific course learning outcomes and explain how the work demonstrates learning for a particular outcome. Some programs require students to maintain a portfolio of work accomplished in the program of study. Student portfolio submissions from your courses may also serve as evidence of instructional effectiveness. Faculty often work with students on independent study or other types of undergraduate/graduate research projects. Be sure to include any outcomes achieved by students engaged in independent study or research with you (e.g., poster and paper presentations at conferences, publications, etc.).
    Seeking Formative Peer Review
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    by utilizing feedback andfeedback, making changes. Recording the changes you makechanges, and linking themchanges in your instruction to student outcomes provides evidence of your efforts to improve.outcomes. The Faculty
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    2:41 pm
  5. page Documenting Instructional Effectiveness edited ... Quality Online Teaching & Learning (QOLT) 1. Establishing course content and instructiona…
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    Quality Online Teaching & Learning (QOLT)
    1. Establishing course content and instructional/pedagogical knowledge and competence.
    ...
    explanation may also include any
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    called the
    Professional
    Professional Data Sheet
    Pedagogical competence is demonstrated by listing/explaining advanced education, training, certificates, etc. specific to teaching, instruction, and/or pedagogy. Faculty are often asked to provide a teaching statement or teaching philosophy. Vanderbilt University's Center for Teaching provides good resources for those writing a Teaching Statement or Philosophy for the first time or revising one written previously.
    2. Adhering to university/college/department policies, practices, and requirements.
    Typically, course material either “adheres to” or “does not adhere to” current campus policies and/or expected practices. Formative assessments should provide the faculty member with recommendations on how to achieve adherence with current policies and practices. Departments are required to have a Standard Course Outline (SCO) for every course in the curriculum. The SCO contains the official course description, intended student learning outcomes, recommended or required course modalities, recommended or required textbooks, and other “non-negotiable” information specific to the course. All faculty teaching the course are expected to follow the SCO. Make sure you inquire about the course SCO prior to developing your syllabus and other course material.
    Faculty assigned to courses in modalities other than face-to-face (e.g., online, hybrid, flipped) should determine if there are additional university policies and practices specific for their course modality. Consult with your department chair about any policies, requirements, or additional training that might be required for a specific instructional modality (laboratories, active learning classrooms, flipped, hybrid, online).
    ...
    – check relentrelevent policies to
    Example items used, typically, to assess adherence to university adherence to university/college/department policies, practices, and requirements.
    The syllabus adheres to the university syllabus policy.
    ...
    A good mix of instructional strategies (e.g., lecture, active learning, and practice) occurs in this course.
    The pace of the course is appropriate to facilitate student learning/development.
    *Instructor*The instructor provides clear
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    the course
    *Instructor

    *The instructor
    provides students
    Presentation of Instructional Material:
    The textbook/readings/instructional material are aligned with intended learning outcome.
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    The instructor encourages mutual respect among students of diverse backgrounds.
    *The instructor provides clear and detailed instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, and support files.
    *Instructor*The instructor articulates the purpose of each instructional material
    *There are a variety of instructional material types and perspectives presented, while not overly relying on one content type such as text.
    *A list of*The technical competencies
    ...
    course completion is provided, identifiedare provided and delineating the role/extent the online environment plays in the total course.identified.
    4. Classroom/Instructional environment behaviors that instructors must carry out in order for students to learn.
    Typically, classroom/instructional environment behaviors are observed directly by peers. A peer may visit your classroom as a department requirement or you may invite a peer to visit your classroom/instructional environment (check with your department chair about specific requirements). If you are teaching in an online modality (partial or fully) a peer may engage in a virtual visit or simply review your online/hybrid/flipped course (check with your department chair about specific requirements). Some departments have specific rubrics for peer evaluation of teaching others do not. Most classroom visits are intended to assess two broad categories of teacher/student behaviors: (1) Teacher communication behaviors and classroom management behaviors; (2) Teacher facilitation of student engagement, peer interaction, and teacher/student interaction.
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    2:29 pm
  6. page Documenting Instructional Effectiveness edited ... Faculty are required, typically, to address training and competence in course content and peda…
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    Faculty are required, typically, to address training and competence in course content and pedagogical competence. The most common way that faculty address course competence is by listing/explaining advanced education and training specific to the course content. The explanation may also include any awards or honors received in the content area of the course. CSULB requires all faculty undergoing reappointment, tenure, and promotion review to provide this information in a standardized format called the
    Professional Data Sheet
    ...
    a teaching philosophy statement.statement or teaching philosophy. Vanderbilt University's Center for Teaching provides good resources for those writing a Teaching Statement or Philosophy for the first time or revising one written previously.
    2. Adhering to university/college/department policies, practices, and requirements.
    Typically, course material either “adheres to” or “does not adhere to” current campus policies and/or expected practices. Formative assessments should provide the faculty member with recommendations on how to achieve adherence with current policies and practices. Departments are required to have a Standard Course Outline (SCO) for every course in the curriculum. The SCO contains the official course description, intended student learning outcomes, recommended or required course modalities, recommended or required textbooks, and other “non-negotiable” information specific to the course. All faculty teaching the course are expected to follow the SCO. Make sure you inquire about the course SCO prior to developing your syllabus and other course material.
    ...
    Exams, signature assignments, final course projects, and other exemplary work by students is typically used as evidence of student learning and instructional effectiveness. Make sure that you connect the student work to specific course learning outcomes and explain how the work demonstrates learning for a particular outcome. Some programs require students to maintain a portfolio of work accomplished in the program of study. Student portfolio submissions from your courses may also serve as evidence of instructional effectiveness. Faculty often work with students on independent study or other types of undergraduate/graduate research projects. Be sure to include any outcomes achieved by students engaged in independent study or research with you (e.g., poster and paper presentations at conferences, publications, etc.).
    Seeking Formative Peer Review
    ...
    of teaching.
    (view changes)
    2:24 pm
  7. page Documenting Instructional Effectiveness edited ... processes, practices, behaviors, and outcomes. All faculty should consult relevant univers…
    ...
    processes, practices, behaviors, and outcomes.
    All faculty should consult relevant university, college, and department policies and practices for specific expectations, criteria, and requirements. Documenting Instructional Effectiveness is intended to be a general guide and provides information that may not be useful in specific circumstances. Likewise, the resources may not contain information specific to some college and/or department requirements. This resource does not substitute or take the place of any university policy. Consult with your department chair about department/program expectations, criteria, and requirements and how to utilize this resource for your own needs.
    Links to CSULB Evaluation Documents and Forms:
    ...
    Category 2: Adherence to university/college/department policies, practices, and requirements.
    Category 3: Development, design, and presentation of instructional material for a course.
    ...
    carry out in order for students
    ...
    outcomes, including, but not limited to synthesis of
    ...
    above and includeincludes sample items
    ...
    Item Pool listedlinked below. The CSU system developed Quality Online Teaching and Learning (QOLT) to assess instructional effectiveness in partial and fully online modalities. This resource also provides example items from these two item poolsACE and QOLT to demonstrate what typical assessments of instructional effectiveness include.effectiveness. Below are links to the two nationally
    ...
    standardized item pool:pool used at CSULB:
    ACE Item Pool (Univ. of Iowa)
    Quality Online Teaching & Learning (QOLT)
    1. Establishing course content and instructional/pedagogical knowledge and competence.
    ...
    competence in both course content and pedagogical knowledge and competence. The
    ...
    is by listing and explaininglisting/explaining advanced education
    Professional Data Sheet
    Pedagogical competence is demonstrated by listing/explaining advanced education, training, certificates, etc. specific to teaching, instruction, and/or pedagogy. Faculty are often asked to provide a teaching philosophy statement.
    2. Adhering to university/college/department policies, practices, and requirements.
    Typically, course materialsmaterial either “adhere“adheres to” or “do“does not adhere
    Faculty assigned to courses in modalities other than face-to-face (e.g., online, hybrid, flipped) should determine if there are additional university policies and practices specific for their course modality. Consult with your department chair about any policies, requirements, or additional training that might be required for a specific instructional modality (laboratories, active learning classrooms, flipped, hybrid, online).
    CAUTION: Faculty teaching a course for the first time may be provided with a syllabus and/or course materials from department colleagues. These examples are helpful in understanding the scope and content of the course, appropriate assignments, appropriate assessments, and other elements. However, in some instances, the example syllabus may not have been updated in several years. Do not assume that an example syllabus adheres to all current campus policies – check relent policies to ensure your syllabus is current and in compliance. CSULB Academic Senate Policy Statements
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    2:18 pm

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