As the Teaching Effectiveness Project enters Phase 3, we invite applications from SLU faculty to participate in one of the following:
Student Feedback Working Group
Peer Feedback Working Group
Phase 3 Project Team
Phase 3 Pilot (unit/team application)
Learn more about each opportunity below. Applications must be submitted via the TEP Phase 3 Application Form and are due by 5 p.m. on Monday, September 14, 2026. Questions? Email Debie Lohe (debra.lohe@slu.edu) or Lisieux Huelman (lisieux.huelman@slu.edu). Note: a print-friendly version of this page's content is available.
The Teaching Effectiveness Project is a joint Faculty Senate/Provost multi-year, multi-phase initiative to better define, document, enhance, evaluate, and recognize effective teaching in meaningful ways that align with our institutional identity and the literature on effective practice. Phase 1 (AY24-25) led to the development and approval of Saint Louis University’s Teaching Effectiveness Framework. Phase 2 (AY25-26) led to the creation of the Guidelines on the Holistic Evaluation of Teaching and rubric templates to support the holistic evaluation of teaching. Beginning in AY26-27, Phase 3 will focus on institution-level recommendations on student feedback and peer feedback, as well as pilot groups working to create rubrics and test the Guidelines.
Full-time SLU faculty (in any rank, any track) are eligible to serve on the working groups and the Phase 3 Project Team. Across the three groups, the goal is to ensure a range of experiences, identities, roles, and types of expertise inform the work. Ideally, applicants will have participated in previous phases of the Teaching Effectiveness Project in some way (e.g., reviewing materials and providing feedback via feedback sessions or surveys; serving as an Advocate; serving on project teams for previous phases). We are particularly interested to see applications from individuals who have at least some of the following: knowledge of the literature on responsible teaching evaluation, teaching effectiveness, and/or the learning sciences; experience teaching in/developing curriculum for interdisciplinary contexts; strong commitment to regular development of their own teaching practice; and/or experience evaluating teaching in a university context (at the department/program level and/or the college/school level).
All schools, colleges, and departments are eligible to participate in the pilot. In general, pilot activities are best suited to the level of academic unit where teaching is evaluated (i.e., in schools without departments, that would be at the school level, whereas in colleges with departments it may be at the department level). Pilot teams must be composed of at least 3 full-time faculty members in the unit, ideally representing a range of ranks, appointment types, and workload assignments (e.g., a mix of tenured, tenure-track, and non-tenure-track appointments, with a mix of teaching-focused and research-focused faculty). Pilot activities must have the support of the academic unit’s faculty members and leadership (Chair or Dean). We are particularly interested in a range of academic disciplines, as well as a mix of units with varying degrees of maturity in their teaching evaluation practices, if possible.
This group will develop recommendations about the types and roles of student feedback in formal teaching evaluation processes, including changes to the Blue course feedback survey. The group also will strive to answer related questions that emerged in Phases 1-2 of the TEP. See Phase 3 Activities At-A-Glance for more details.
We are seeking 3 faculty members and 1 current/former Chair to be a part of this group. The group also will include representatives from the TEP Phase 3 team, the Reinert Center, the Provost’s Office (Steve Sanchez, Marissa Cope), as well as student representatives.
The group will meet, in person, regularly (weekly or every other week), review and draft materials, and engage key stakeholders for feedback. The group will begin meeting in late-September and complete its work no later than April 30, 2027.
This group will develop recommendations about the types and roles of peer feedback in formal teaching evaluation processes, including who counts as “peers,” how often peer feedback should be collected, and how peer feedback factors into faculty workload, among other things. The group also will strive to answer related questions that emerged in Phases 1-2 of the TEP. See Phase 3 Activities At-A-Glance for more details.
We are seeking 3 faculty members and 1 current/former Chair to be a part of this group. The group also will include representatives from the TEP Phase 3 team and the Reinert Center.
The group will meet, in person, regularly (weekly or every other week), review and draft materials, and engage key stakeholders for feedback. The group will begin meeting in late-September and complete its work no later than April 30, 2027.
This group serves as the coordinating body across all Phase 3 activities. As such, representatives will join the Student Feedback and Peer Feedback Working Groups and/or provide ongoing support to Pilot Teams.
We are seeking up to 5 faculty members to serve on the Phase 3 Project Team. This group will also receive regular consultation support from the Reinert Center.
While this group will meet as a group regularly (in person, approximately every other week), individual members of the group will lead/co-lead the Student Feedback and Peer Feedback Working Groups or will meet regularly with a subset of Pilot Teams. The group will coordinate University-wide communication and engagement, as needed, and help to ensure Phase 3 activities are staying on track.
Note: Units interested in participating in the pilot should consider other change initiatives their unit is undertaking to be sure this is the right time for this work.
Participation in the pilot phase is by academic unit, not by individual faculty member. For the purposes of the pilot, an academic unit may be 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” participating in the pilot should be for the level at which evaluation of teaching and faculty work occurs. So, if a Dean typically evaluates faculty on their teaching, the “unit” will be a school. If a Chair typically evaluates faculty on their teaching, the “unit” will be a department. Applications for participation in the pilot must include the names of at least three full-time faculty members from the unit who will serve on the pilot team and must have the support of the academic leader (dean, chair, or director) who oversees the unit and conducts faculty evaluations.
Pilot Teams will develop customized rubrics and a Teaching Evaluation Handbook for their unit (drawing on templates, examples, and other resources provided by the Phase 3 Project Team). Pilot Teams will be supported by Phase 3 Project Team members and the Reinert Center. They also will engage regularly with the faculty and leadership of their units to ensure alignment with disciplinary and unit expectations. Pilot activities begin with a required Phase 3 Pilots Kickoff Workshop on Wednesday, September 23, 9 a.m.-12 noon. See Phase 3 Activities At-A-Glance for more details.
Each Pilot Team will be made up of at least 3 full-time faculty from the participating unit, ideally representing a range of ranks, appointment types, and workload assignments (e.g., a mix of tenured, tenure-track, and non-tenure-track appointments, with a mix of teaching-focused and research-focused faculty).
Each Pilot Team will meet on a regular cadence, likely every other week or so. Each Team will review and draft materials and engage their faculty regularly for feedback. Additionally, each group will engage with the Phase 3 Project Team, the Student Feedback and Peer Feedback Working Groups, and other support resources.