Evaluation of Teaching

Peer Review

Peer assessment of teaching is of value both for the faculty member being evaluated and the faculty member doing the evaluation. How peer evaluation is done in the College varies by department. Members of the CVM Education Support group always are happy to provide peer review of teaching and can be reached at cvmces@umn.edu

Below are information about peer review and forms faculty members may wish to use. A website was created for peer review in the College several years ago; this contains information about peer review, other paperwork individuals may wish to use, and also has a means for those doing the review to document it within the site. That site can be accessed through this link; if an enrollment key is requested, use CVMPeerReview.  

Teaching Portfolios

A teaching portfolio can be described as "a factual description of a professor's teaching strengths and accomplishments. It includes documents and materials that collectively suggest the scope and quality of a professor's teaching performance. The portfolio is to teaching what lists of publications, grants, and honors are to research and scholarship. As such, it allows faculty members to display their teaching accomplishments for examination by others and, in the process, it contributes to both sounder tenure and promotion decisions and the professional development of the individual faculty members" (Seldin, et al, The Teaching Portfolio). 

Common components of a teaching porfolio include:
  • A curriculum vitae
  • A personal statement (autobiographical statement or explanation of personal growth as a teacher)
  • A personal philosophy of teaching
  • Certifications and licenses
  • Awards and other recognitions
  • Examples of instructional materials including syllabi, course coordination materials, notes or other resources provided to students, assessments, unique teaching materials, and non-print educational offerings including links to videos and audio files
  • Student and peer evaluations of teaching
  • Examples of educational research (scholarship of teaching and learning - SoTL)
  • Information about achievement of specific competencies - examples may include roles of the educator in curriculum development and maintenance; activity on education-related committees at the department, collegiate, university, or external level; leadership or administrative roles in education; outreach to the larger community; interprofessional collaborations in teaching; and national and international collaborations in teaching

Student Evaluations

Students evaluate courses and individual instructors. Course evaluations are completed at the end of each semester. Students rate the courses numerically for clarity of expectations and provide an overall numerical rating. Comments are collected in a group meeting and can also be submitted anonymously by students. Numerical data and comments for each course are sent to the course coordinator and the collegiate curriculum committee.

Methods for instructor evaluations vary by department. The VPM and VBS departments will be soliciting formal evaluations on instructors by semester rather than by course. Evaluations will be sent out through Academic and Student Affairs. Students will be asked to evaluate those instructors with a higher teaching load only. This is to maximize the response rate and accuracy of the instructor evaluations for promotion and annual report documentation. All instructors may solicit informal evaluations during their regular class times and are encouraged to do so for formative purposes. VCS department plans are still in discussion.