Suggestions for Letters of Recommendation about “Teaching Excellence”

  • In general, these should be based on preparation for and at least one classroom visit:

Preparation:

  • Review syllabus for the course,
  • Review assignments to be turned in during this class session,
  • Do the readings assigned for this class session, and
  • Discuss your visit with the teacher.
  • In particular, you should know before the class session:

•the goals or outcomes the teacher has in mind for the students during the class session, and

•what the teacher wants you to pay particular attention to, and to give him/her feedback on.

Class visit:

  • The teacher will probably introduce you to the class.
  • I suggest reviewing 2-3 hours of class time (so one graduate class session, maybe 2-3 undergraduate class sessions) to allow observation of different teaching techniques (lecture, demonstrations, role playing, class discussion, etc.).
  • Take notes (on one of the many classroom observation forms at of what happened in the class session(s), how it went, etc.
  • I like the Peer Mentoring Report Form best, but different people will like different forms.

I suggest preparing a letter to the teacher in which you

  • Outline what happened in the class session, maybe including improvement suggestions,
  • Quantify student engagement and participation, at least at the “few, some, many, most” level, and
  • Relate this to the Faculty Handbook Instructional Design Skills, Instructional Delivery Skills, and Content Expertise (see overleaf).
  • In particular, try to point to specific evidence in your observation that the teacher exhibits the Faculty Handbook Instructional Design Skills, Instructional Delivery Skills, and Content Expertise skills and expertise (rather than simply asserting that he/she does).
  • Meet with the teacher to review this letter (and the report form).
  • Such a letter is also of direct use to the Rank & Tenure Committee.
  • In general, the observer will not be able to address Course Management Skills, Departmental Advising, and Program Development without additional work.

Kevin Doyle 5/5/11

Faculty Handbook Sept. 3, 2010

2.6.1.1 Teaching Excellence

The paramount responsibility of each faculty member is teaching. Since many characteristics contribute to teaching excellence, documentation should demonstrate, but not necessarily be limited to, the following:

  1. Instructional Design Skills:

ability to plan a substantive, well-organized course;

choice of effective teaching methods and strategies, incorporating technology when appropriate;

implementation of a newly acquired teaching methodology;

contribution to curriculum design;

use of appropriate methods to evaluate students.

  1. Instructional Delivery Skills:

ability to stimulate and broaden student interest in the subject matter;

capacity to challenge students -- for example, to motivate independent work;

effective communication with students;

possession of the attributes of integrity, open-mindedness, and objectivity in teaching;

fair evaluation of student performance;

  1. Content Expertise:

mastery of one's subject;

knowledge of current developments in one's field;

knowledge of the relationship of one's field to the overall academic program;

ability to relate one's subject to other areas of knowledge.

  1. Course Management Skills:

reasonable availability to students;

fulfillment of administrative duties associated with instruction (grade books, book orders, class attendance, etc.).

  1. Departmental Advising:

effective communication with students;

ability to help students select a course of study appropriate to their interests, abilities and career goals;

ability to assist students in developing a balanced academic plan;

reasonable availability to students.

  1. Program Development

participate in development, evaluation, revision of courses and programs;

participate in assessment of student outcomes.

Teaching excellence is based on multiple sources of evidence generated by the following procedures or activities:

  1. self-evaluation;
  2. evaluations by Department Chair [or Program Director];
  3. peer evaluations;
  4. student evaluations;
  5. review of course syllabi and materials by peers inside or outside the University; and
  6. observation of classroom teaching by Department Chair [or Program Director] and/or peers, as designated by the department chair [or program director].