This framework establishes an aspirational set of expectations for effective teaching toward which all SLU instructors should strive. The Essential Practices are intentionally broad. Each instructor will animate the Essential Practices in different ways, at different times, based on a variety of contextual factors including: discipline, teaching philosophy, class sizes, course modalities, student populations, course levels, degree of teaching experience, and more. The framework is also downloadable in this print-friendly PDF version. The Graphical Representation provides a high-level look at the interconnectedness of the framework's dimensions. The framework was developed through an iterative and community-engaged process. To learn more about the framework, how it was developed, and how it will be used, see the Final Framework: Background page on this website.
Faculty Senate voted to endorse (95% voting yes) the framework on 5/13/25. They also voted (95%) to endorse the plans for Phase 2. The Council of Academic Deans and Directors (CADD) unanimously endorsed - and the Provost approved - the framework on 5/20/25.
A new project team will be assembled to begin the work of Phase 2, in the 2025-2026 Academic Year.
Placing learning at the center of course design, instructional choices, and assessment strategies
Align teaching and assessment methods with intended learning
Use evidence-based instructional methods that actively support learning
Create multiple opportunities for students to learn and to demonstrate their learning
Provide formative feedback that promotes student learning
Explain instructional choices and course expectations with transparency about the rationales
Engaging with students in ways that
support growth and foster belonging
Create inclusive learning environments that promote free and active intellectual inquiry
Promote an ethos of cura personalis in their teaching
Treat students as capable of developing their ability to learn
Provide equitable learning opportunities for students from diverse backgrounds and experiences
Connect course learning to a broader purpose or impact
Investing in teaching as a reflective
practice that evolves over time
Articulate their views on teaching and learning
Reflect on their choices as instructors and the impact of those choices on student learning and experience
Solicit and engage with feedback on their teaching
Revise course design in response to professional development, patterns in student learning, and/or changes in disciplinary knowledge
Adapt instruction (in real time and over time) in response to student learning needs
Instructors also are expected to follow all University, College/School, and Department/Program policies related to teaching. These basic teaching responsibilities include (but are not limited to): being present for all class meetings, holding consistent office hours, composing syllabi aligned with stated requirements, creating and communicating a course schedule, keeping course records, maintaining standards of academic integrity, adhering to ADA accommodations, and submitting grades on time. These expectations are documented on the Provost’s Office Policies web page and in the Faculty Manual.