. "4 Evaluating Teaching in Science, Technology, Engineering, and Mathematics: Principles and Research Findings." Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press, 2003.
Input from undergraduate and graduate teaching assistants, based on their participation in a range of courses and laboratories taught by the faculty member being evaluated, as well as post hoc input some time after they have had the opportunity to work with and learn from the candidate. This input can be solicited from graduating seniors and alumni selected randomly from a faculty member’s class lists or in accordance with the candidate’s recommendations.
Input from undergraduate and graduate students who have worked with the faculty member as teaching or research assistants or as collaborators on original research. Input from these students can be useful both at the time they are working with the faculty member and sometime after that relationship has ended.
A summary of the professional attainments of undergraduate students who engaged in research under the tutelage of the faculty member being evaluated.
Review of Departmental and Institutional Records
The number and levels of courses taught and the number of students enrolled in each course or section taught by the instructor over time. This information can provide evaluators with insight and perspective regarding the number of preparations required; the amount of time needed for advising students; and, in some cases, the commitment of time necessary to correct examinations, term papers, and reports.
The number of undergraduate students advised, mentored, or supervised by the faculty member. This information can be accompanied by opinions about the quality of the advice or mentoring received.
The number of undergraduate students the faculty member has guided in original or applied research, the quality of their research as measured through presentations and publications, and their professional attainments while under the faculty member’s supervision and later in their careers.
The number of graduate students mentored in their preparation as teaching assistants or future faculty members and their effectiveness in teaching.
Accountability to other departments should include evaluation of individual faculty members and discussion of departmental program content. A department’s accountability for its service to other disciplines is considered in Chapter 8. Academic deans can provide leadership in fostering interdepartmental communication.