The Phase 2 Project Team of the joint Faculty Senate/Provost’s Office Teaching Effectiveness Project shared final Guidelines on Holistic Evaluation of Teaching and a set of DRAFT Rubric Templates (offered as proof-of-concept prototypes) to support the holistic evaluation of teaching at SLU. These materials were shared with the SLU community for feedback and discussion from March 30-May 1, 2026.
The development of the DRAFT Rubric Templates below was informed by community feedback in February/March, 2026. (See the Summary Report: Feedback on DRAFT Guidelines for more.) Note: for all PDFs on this page, it is recommended that you download the file, so you can zoom in as needed.
Community feedback on the DRAFT Rubric Templates informed revisions to the Final Guidelines and Rubric Templates, presented for endorsement by Faculty Senate and the Council of Academic Deans and Directors in May 2026.
The DRAFT Rubric Templates are shared as proof-of-concept prototypes. They are designed to be populated by academic units [1]. The templates address two different, but related, aspects of holistic teaching evaluation: assessing effectiveness (Rubric #1 template) and evaluating performance (Rubric #2 template). Table 1 summarizes the intended relationship between the rubrics. Figure 2 offers a visual representation of how assessment of effectiveness contributes to the holistic evaluation of teaching, which contributes to the holistic evaluation of the faculty member.
As you will see, the templates offer some elements of consistency, but the expectations in both are ultimately defined by academic units. This approach addresses concerns raised by SLU faculty about the need to ensure an appropriate balance of consistency across the institution and disciplinary autonomy within academic units.
It is important to note that academic units already have criteria for evaluating faculty teaching performance, but they may not all be written down in ways that promote fair and equitable evaluation practices. Even in cases where academic units have clearly articulated expectations for teaching, those expectations now need to be reconciled with SLU’s adopted Teaching Effectiveness Framework.
[1] We use the term “academic unit” to indicate a school, college, department, or program. Some schools do not have departments; others may want a college-wide approach or push it to departments. The idea is that the “unit” developing customized materials and approaches to evaluation ought to be at the level in which evaluation of teaching and faculty work occurs. So, if a Dean typically evaluates faculty on their teaching, the “unit” likely would be the school level. If a Chair typically evaluates faculty on their teaching, the “unit” likely would be the department. Ultimately, academic units need to determine this for themselves, since no single definition will work for all contexts.