How Search Committees Assess Teaching: Lessons for CTLs

Autor/inn/en	Walsh, Katharine Phelps; Pottmeyer, Laura Ochs; Meizlish, Deborah; Hershock, Chad
Titel	How Search Committees Assess Teaching: Lessons for CTLs
Quelle	In: To Improve the Academy, 41 (2022) 2, S.46-77, Artikel 3 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Resource Centers; Higher Education; College Faculty; Graduate Students; Faculty Development; Teacher Competencies; Teacher Qualifications; Teacher Evaluation; Teacher Selection; Tenure; Teacher Employment; Search Committees (Personnel); Educational Philosophy; Selection Criteria; Educational Principles + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrkunst; Lehrqualifikation; Teacher appraisal; Lehrerbeurteilung; Amtszeit; Beschäftigungsdauer; Auswahlgespräch; Bildungsphilosophie; Erziehungsphilosophie; Selection criterion; Auslesekriterium; Bildungsprinzip
Abstract	This study updates and expands upon past work on how tenure-track hiring committees evaluate teaching effectiveness to provide centers for teaching and learning (CTLs) current data as they support graduate students and postdocs navigating the academic hiring process. In this study, 166 hiring committee chairs from nine academic disciplines and a variety of institution types (e.g., Baccalaureate, Master's, and Doctoral) responded to survey questions addressing how they evaluate teaching effectiveness for tenure-track positions. Results indicate that hiring chairs across institution types and disciplines value a candidate's teaching effectiveness. Hiring committees use a variety of documents to gather information about an applicant's teaching, but the teaching philosophy statement is most common. The survey responses also provide greater clarity on what hiring chairs find effective in applicants' teaching philosophy statements, diversity and inclusion statements, and presentations of student evaluations. We discuss implications of these findings for scholarship of educational development (SoED) researchers, CTL leadership engaged in strategic planning, and educational developers providing consultations and workshops for future faculty. (As Provided).
Anmerkungen	Michigan Publishing. 839 Greene Street, Ann Arbor, MI 48104. Tel: 734-764-3417; e-mail: mpublishing@umich.edu; Web site: https://www.toimprovetheacademy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01