Teaching Effectiveness

Criteria to Evaluate Teaching Effectiveness

Policy (ARP 9.31) requires instructors to gather evidence of teaching effectiveness from more than one source. The following materials from the Teaching Academy and the Online Course Improvement Program are available for use by NMSU educators to help you gather evidence of teaching effectiveness from your students, other professionals, and from yourself (i.e., the instructor).

Evidence from your students

Evidence from yourself (the instructor) and other professionals

The following materials provide you with criteria for self and peer evaluation. The recommended use of these materials is that you first apply the criteria to your own class before having another professional do so.

Self-evaluation

For self-evaluation of classroom teaching, consider recording a class period of your own and then evaluating your teaching against the following criteria. For online teaching, use the criteria to evaluate a module of one of your online courses. In this way, you can improve the quality of your work before having it evaluated by others.

Peer-evaluation

For peer-evaluation of classroom teaching, consider inviting a peer to visit a class period and evaluate your teaching against the following criteria. For online teaching, ask a peer to evaluate a module of one of your online courses.

The following materials are forthcoming in Fall 2019 at which time the following hyperlinks will be added:

Access to the following materials is restricted to NMSU educators. When you click to download the following materials, you will be prompted for your NMSU username and password.

Samples of Evidence of Teaching Effectiveness

Samples of Evidence provides examples from several different disciplines of documenting teaching effectiveness with four forms of evidence. Please note that these examples use older criteria for student-, self-, and peer-evaluation.

Writing Across the Curriculum Materials

NMSU conducted a three-year Open Pathways Quality Initiative project that focused on investigating student writing across the curriculum. This was conducted between 2013 and 2016, as part of our institutional preparation for reaffirmation of accreditation by the Higher Learning Commission (HLC).

The following materials are provided to make teaching writing in your discipline easier and more effective. These materials include questions to ask yourself before you give out a new assignment, types of ungraded and informal writing assignments, managing your workload when assigning writing, and a sample writing rubric: