UNC Charlotte Academic Policy: Teaching Effectiveness

I. Executive summary

UNC Charlotte defines, encourages and measures teaching effectiveness in accordance with the university mission and pursuant to UNC System Policy 400.3.1, Teaching Effectiveness in the University of North Carolina and Regulation 400.3.1.1[R], Regulation on Teaching Effectiveness in the University of North Carolina.

II. Applicability

This policy applies to all full-time faculty members whose work plans include teaching.

III. Policy Statement

Teaching is the primary responsibility of each constituent institution of the University of North Carolina System. To support its mission to provide informed and effective teaching, UNC Charlotte regularly evaluates the teaching of all full-time members of the faculty, provides professional development, and provides appropriate rewards in recognition of teaching excellence. 

Evaluation of Teaching Effectiveness

All full-time faculty whose work plans include teaching are required to demonstrate teaching effectiveness. Teaching effectiveness means providing student-centered learning and assessment experiences in line with clearly articulated learning objectives that are relevant to the discipline and the course. It models and fosters critical, analytical, and creative thinking, while both engaging and supporting students cognitively, emotionally, and behaviorally. Effective teaching ensures all students can participate fully and implements regularly revised content via pedagogical techniques that are current, research-informed, and rigorous.

UNC Charlotte uses the following evaluative measures to assess teaching effectiveness and develop a faculty member’s instructional practice: 

1. Student Feedback for Instructors

It is expected that students will be provided an opportunity to evaluate their courses and instructors at the end of each term, and UNC Charlotte requires student feedback forms for all courses in accordance with UNC Charlotte Academic Policy and Procedure: Student Feedback for Instructors. 

Student Feedback includes, but is not limited to, instruments used to gather anonymous responses regarding a student’s experience of a course, including items such as course organization, course materials, teaching methods, and interaction with the instructor.

2. Peer Assessment

Peer assessment is a process conducted by faculty peers using elements such as observation of instruction, review of teaching portfolios, and discussions regarding pedagogical goals and methods, to continue to develop a faculty member’s instructional skill and practice.

Each department and/or college must establish policies and procedures for the peer assessment of teaching in their unit.  Departmental and/or college policies and procedures should include the definition of a “peer” and the process and timing of peer assessment. All peer assessment processes should generate a written report and provide an opportunity for the faculty member to provide a written response, if they wish. These policies and procedures must satisfy the requirements of UNC System Policy 400.3.1, Teaching Effectiveness in the University of North Carolina.

Peer assessment is required for all full-time faculty. The frequency of those assessments should occur as follows:

  • For all untenured, tenure-track faculty, peer assessment should occur annually. 
  • For all tenured faculty, peer assessment should occur, at the latest, between the second and third year after granting of tenure or the previous post-tenure review.  
  • For all faculty on special faculty appointments, peer assessment should occur, at the latest, in the year in which they are being considered for contract renewal.

Departments and colleges are also strongly encouraged to provide peer assessment of teaching to part-time faculty and graduate teaching assistants serving as instructors of record.

3. Self-Assessment

Self-assessment is a process of deliberative review and critical evaluation of one’s own work, while identifying specific strategies for improvement. Self-assessment shall be designed to provide a summative review of the faculty member’s teaching as well as to identify formative strategies to continue developing skill in teaching. Self-assessment should include reflection on all substantive teaching-related activities.  

UNC Charlotte requires faculty self-assessment of teaching effectiveness in both annual and comprehensive reviews.  Colleges or departments/units may provide policies and procedures regarding the elements to include in the self-assessment. 

Teaching Effectiveness in Annual and Comprehensive Review

Evaluative measures associated with teaching effectiveness are used in UNC Charlotte annual and comprehensive reviews, including reviews for reappointment, promotion, tenure, and post-tenure reviews. Results of the evaluative measures received during the year are considered as part of the annual review, and the evaluations conducted since a faculty member’s last comprehensive review are considered during the next comprehensive review.

In considering the evaluative measures of teaching effectiveness in the annual and comprehensive review processes, the following guidance should be emphasized: 

  • To review teaching effectiveness contextually, the size, delivery mode, level, and structure of courses taught shall be part of the consideration.  
  • For comprehensive reviews, student feedback on teaching effectiveness should be considered by reviewing trends over time rather than feedback from a limited number of students or a limited number of semesters/courses.
  • For annual review, unless otherwise specified, teaching effectiveness measures shall be focused on the annual review period. 

If an annual or comprehensive review results in recommendations for improvements in teaching effectiveness, the faculty member’s work plan should include efforts to improve teaching effectiveness potentially including but not limited to engagement with the Center for Teaching and Learning, peer consultation and mentorship, and engagement with outside pedagogical resources.

Professional Development and Training

The Office of Academic Affairs, in collaboration with the UNC System Office, will provide training for faculty members, department chairs, academic unit heads, and other administrators on how to effectively use evaluation tools to enhance pedagogy, the student learning experience, and student academic success.  Faculty are encouraged to participate in professional development opportunities focused on teaching effectiveness including those offered by the Center for Teaching and Learning and other campus departments. 

Faculty Rewards and Recognition

UNC Charlotte broadly recognizes teaching excellence formally through major teaching awards including the Bank of America Award for Teaching Excellence, the UNC Charlotte Award for Teaching Excellence, and the Bonnie E. Cone Early-Career Professorship in Teaching. In addition, the University of North Carolina Board of Governors annually presents the Board of Governors’ Award for Teaching Excellence to a member of the faculty at each campus.

IV. Definitions

N/A

V. Policy Contacts

Authority: Faculty Council [Faculty Academic Policy and Standards Committee]
Responsible Office: Office of the Provost and Vice Chancellor for Academic Affairs
Additional Contact(s): N/A

VI. History

Approved: August 5, 2024

VII. Related Policies, Procedures, and Resources

VIII. Frequently Asked Questions

  • Where is this policy referenced?
    The policy is published on the Academic Policies & Procedures webpage of the Provost website.
  • What is the definition of “peer” for Peer Assessment? 
    According to the above policy, each department and/or college must define “peer”; however, tenure-track Assistant Professors may not serve as a peer in the assessment of a tenured colleague.