Common use of Teaching and Advising Clause in Contracts

Teaching and Advising. Effectiveness in teaching is an essential criterion for reappointment, promotion and tenure. The prime indicators of effective teaching include, but are not limited to: • intellectual competence, integrity and independence. • evidence of knowledge of the field. • evidence of a willingness to consider suggestions that emerge from peer review of one’s teaching. • evidence of the ability to work with other faculty members in designing and delivering a curriculum that fosters student learning. • evidence of the ability to present course materials clearly and effectively. • evidence of the capacity to structure the course and its assignments in ways that promote student learning. • evidence of the employment of strategies to assess students’ learning and adjust one’s teaching in light of the findings of those assessments. • evidence of an ability to stimulate students’ intellectual interest and enthusiasm. Any additional criteria specified in college, school, unit and department guidelines shall supplement the above list. Academic advising entails advising students about their program of academic study and is an important part of the mission of the University. It includes assisting them in course and program selection, but it does not include supervising instructional academic work, such as independent study, theses, or dissertations. Interest and skill in the general guidance and academic advising of students will be an important consideration for reappointment, promotion and tenure. The parties recognize that no single set of measures and methods can be prescribed to evaluate the quality of teaching or advising. Some of the measures and methods, however, may include but are not limited to: (a) Assessments by members of the candidate’s department and Department Chair or equivalent, particularly if based on examination of course materials, team teaching experiences, observations of the candidate’s teaching through class visitations, attendance at lectures given by the candidate or on the results of the candidate’s teaching in courses prerequisite to those of other department members. (b) Evaluations of teaching or advising by students, appropriately documented and interpreted, for example through the use of student course evaluations, advising questionnaires, post- graduate surveys, etc. (c) Development by the candidate of new and effective techniques of instruction or assessment and instructional materials, including textbooks, particularly when evidenced by acceptance at other colleges or universities. This may also include the development and assessment of web- based courses and the effective transfer of current courses to a web-based format. (d) Publications by the candidate on the teaching of his or her discipline in respected journals. (e) Recognitions and awards for distinguished teaching. (f) Evaluations from service-learning partners. (g) Evaluation of teaching by a co-instructor. (h) Documentation of the utilization of active learning pedagogy by faculty professional development and instructional design staff such as are employed by UVM's Center for Teaching and Learning, Writing in the Disciplines Program, Community-University Partnerships and Service-Learning (CUPS), the Access Office, and the Residential Learning Communities.

Teaching and Advising. Effectiveness in teaching is an essential criterion for reappointment, promotion and tenure. The prime indicators of effective teaching include, but are not limited to: • intellectual competence, integrity and independence. • evidence of knowledge of the field. • evidence of a willingness to consider suggestions that emerge from peer review of one’s teaching. • evidence of the ability to work with other faculty members in designing and delivering a curriculum that fosters student learning. • evidence of the ability to present course materials clearly and effectively. • evidence of the capacity to structure the course and its assignments in ways that promote student learning. • evidence of the employment of strategies to assess students’ learning and adjust one’s teaching in light of the findings of those assessments. • evidence of an ability to stimulate students’ intellectual interest and enthusiasm. Any additional criteria specified in college, school, unit and department guidelines shall supplement the above list. Academic advising entails advising students about their program of academic study and is an important part of the mission of the University. It includes assisting them in course and program selection, but it does not include supervising instructional academic work, such as independent study, theses, or dissertations. Interest and skill in the general guidance and academic advising of students will be an important consideration for reappointment, promotion and tenure. The parties recognize that no single set of measures and methods can be prescribed to evaluate the quality of teaching or advising. Some of the measures and methods, however, may include but are not limited to: (a) Assessments by members of the candidate’s department and Department Chair or equivalent, particularly if based on examination of course materials, team teaching experiences, observations of the candidate’s teaching through class visitations, attendance at lectures given by the candidate or on the results of the candidate’s teaching in courses prerequisite to those of other department members. (b) Evaluations of teaching or advising by students, appropriately documented and interpreted, for example through the use of student course evaluations, advising questionnaires, post- graduate surveys, etc. (c) Development by the candidate of new and effective techniques of instruction or assessment and instructional materials, including textbooks, particularly when evidenced by acceptance at other colleges or universities. This may also include the development and assessment of web- based courses and the effective transfer of current courses to a web-based format. (d) Publications by the candidate on the teaching of his or her discipline in respected journals. (e) Recognitions and awards for distinguished teaching. (f) Evaluations from service-learning partners. (g) Evaluation of teaching by a co-instructor. (h) Documentation of the utilization of active learning pedagogy by faculty professional development devel- opment and instructional design staff such as are employed by UVM's Center for Teaching and Learning, Writing in the Disciplines Program, Community-University Partnerships and ServiceSer- vice-Learning (CUPS), the Access Office, and the Residential Learning Communities.

Teaching and Advising. Effectiveness in teaching is an essential criterion for reappointment, promotion and tenure. The prime indicators of effective teaching include, but are not limited to: •  intellectual competence, integrity and independence. •  evidence of knowledge of the field. •  evidence of a willingness to consider suggestions that emerge from peer review of one’s teaching. •  evidence of the ability to work with other faculty members in designing and delivering a curriculum that fosters student learning. •  evidence of the ability to present course materials clearly and effectively. •  evidence of the capacity to structure the course and its assignments in ways that promote student learning. •  evidence of the employment of strategies to assess students’ learning and adjust one’s teaching in light of the findings of those assessments. •  evidence of an ability to stimulate students’ intellectual interest and enthusiasm. Any additional criteria specified in college, school, unit and department guidelines shall supplement the above list. Academic advising entails advising students about their program of academic study and is an important part of the mission of the University. It includes assisting them in course and program selection, but it does not include supervising instructional academic work, such as independent study, theses, or dissertations. Interest and skill in the general guidance and academic advising of students will be an important consideration for reappointment, promotion and tenure. The parties recognize that no single set of measures and methods can be prescribed to evaluate the quality of teaching or advising. Some of the measures and methods, however, may include but are not limited to: (a) Assessments by members of the candidate’s department and Department Chair or equivalent, particularly if based on examination of course materials, team teaching experiences, observations of the candidate’s teaching through class visitations, attendance at lectures given by the candidate or on the results of the candidate’s teaching in courses prerequisite to those of other department members. (b) Evaluations of teaching or advising by students, appropriately documented and interpreted, for example through the use of student course evaluations, advising questionnaires, post- graduate surveys, etc. (c) Development by the candidate of new and effective techniques of instruction or assessment and instructional materials, including textbooks, particularly when evidenced by acceptance at other colleges or universities. This may also include the development and assessment of web- based courses and the effective transfer of current courses to a web-based format. (d) Publications by the candidate on the teaching of his or her discipline in respected journals. (e) Recognitions and awards for distinguished teaching. (f) Evaluations from service-learning partners. (g) Evaluation of teaching by a co-instructor. (h) Documentation of the utilization of active learning pedagogy by faculty professional development and instructional design staff such as are employed by UVM's Center for Teaching and Learning, Writing in the Disciplines Program, Community-University Partnerships and Service-Learning (CUPS), the Access Office, and the Residential Learning Communities.

Teaching and Advising. Effectiveness in teaching is an essential criterion for reappointment, promotion and tenure. The prime indicators of effective teaching include, but are not limited to: • intellectual competence, integrity and independence. • evidence of knowledge of the field. • evidence of a willingness to consider suggestions that emerge from peer review of one’s teaching. • evidence of the ability to work with other faculty members in designing and delivering a curriculum that fosters student learning. • evidence of the ability to present course materials clearly and effectively. • evidence of the capacity to structure the course and its assignments in ways that promote student learning. • evidence of the employment of strategies to assess students’ learning and adjust one’s teaching in light of the findings of those assessments. • evidence of an ability to stimulate students’ intellectual interest and enthusiasm. • evidence of consideration of and/or incorporation of diversity and inclusiveness in the classroom, advising, and/or mentoring, as appropriate. Any additional criteria specified in college, school, unit and department guidelines shall supplement the above list. Academic advising entails advising students about their program of academic study and is an important part of the mission of the University. It includes assisting them in course and program selection, but it does not include supervising instructional academic work, such as independent study, theses, or dissertations. Interest and skill in the general guidance and academic advising of students will be an important consideration for reappointment, promotion and tenure. The parties recognize that no single set of measures and methods can be prescribed to evaluate the quality of teaching or advising. Some of the measures and methods, however, may include but are not limited to: (a) Assessments by members of the candidate’s department and Department Chair or equivalent, particularly if based on examination of course materials, team teaching experiences, observations of the candidate’s teaching through class visitations, attendance at lectures given by the candidate or on the results of the candidate’s teaching in courses prerequisite to those of other department members. (b) Evaluations of teaching or advising by students, appropriately documented and interpreted, for example through the use of student course evaluations, advising questionnaires, post- post-graduate surveys, etc. (c) Development by the candidate of new and effective techniques of instruction or assessment and instructional materials, including textbooks, particularly when evidenced by acceptance at other colleges or universities. This may also include the development and assessment of web- web-based courses and the effective transfer of current courses to a web-based format. (d) Publications by the candidate on the teaching of his or her discipline in respected journals. (e) Recognitions and awards for distinguished teaching. (f) Evaluations from service-learning partners. (g) Evaluation of teaching by a co-instructor. (h) Documentation of the utilization of active learning pedagogy by faculty professional development and instructional design staff such as are employed by UVM's Center for Teaching and Learning, Writing in the Disciplines Program, Community-University Partnerships and Service-Community Engaged Learning Office (CUPSCELO), the Access Office, and the Residential Learning Communities. (i) Serving as an advisor to student clubs or organizations that promote diversity and inclusion on campus. (j) Attendance at workshops and/or other professional development events regarding inclusiveness in the classroom. (k) Attendance at workshops on non-discrimination, sexual harassment and diversity.