Phase 2 will take place during the 2025-2026 academic year.
Socialize and deepen awareness of the approved framework and its possible uses
Establish shared understanding of responsible, evidence-informed teaching evaluation practices
Develop recommendations for a holistic system of teaching evaluation at SLU, including how the University should implement that system*
See these slides from the 5/13/25 Faculty Senate presentation for more detail.
*The goal will be to arrive at a system of evaluation that balances consistent elements across the University, while allowing for discipline-specific tailoring at the unit level.
Lisieux Huelman, Ph.D. (co-chair)
Associate Professor, English as Second Language
Co-Chair, Faculty Senate Academic Affairs Committee
Debra Rudder Lohe, Ph.D. (co-chair)
Associate Provost for Teaching and Learning
Chief Online Learning Officer
Ben England, Ed.D.
Assistant Professor, Biology
Paul Jelliss, Ph.D.
Associate Professor, Chemistry
Dyan McGuire, Ph.D.
Associate Professor, Criminology and Criminal Justice
Rabia Rahman, Ph.D.
Department Chair and Associate Professor, Nutrition and Dietetics
In general, there are many possible uses for a teaching effectiveness framework (such as individual instructor reflection and goal-setting, formative evaluation of teaching, teaching award criteria, student feedback survey revisions, and summative evaluation of teaching).
During the 2025-2026 academic year . . .
Academic units should NOT move to use the framework for evaluation. The framework is not itself an evaluative instrument, and the University has not yet made decisions about how the framework will/should be used as a basis for evaluation. That's what we'll do during Phase 2.
Individual faculty and/or academic units may begin to use the framework as a reflection and planning tool, to guide conversations about teaching, to inform course/curriculum design/revision, to support non-evaluative peer observation or mentoring, and to align professional development with the shared values and expectations articulated in the framework.
Additionally, academic units may want to conduct an inventory or analysis of how they currently define and evaluate effective teaching and the intersections with the approved framework.
Until we have established approved University-level parameters for the evaluation of teaching, the framework should NOT be used as the basis for rubric development.