Defining Teaching Quality

 Three Dimensions 

The College of Arts & Sciences has selected three dimensions of teaching that must be included in evaluating quality of instruction.  Departments must collect and analyze evidence of the inclusive, goal-oriented, and scholarly teaching dimensions of a teacher’s instructional activities.    

Inclusive teaching

Inclusive teaching embraces the wide range of ways CU students and educators teach and learn. In part, inclusivity means 

  • supporting diverse learning approaches through a variety of teaching practices
  • sensitivity to and support of diversity of students and faculty from across the range of social, economic, and demographic factors

·       approaches that start in the classroom yet also involves mentoring students and supporting efforts to achieve their academic, professional, and personal goals.

Resources for inclusive teaching.

Goal-oriented teaching

At its most essential, quality instruction includes 

  • course design that is guided by clearly articulated learning goals;
  • a curriculum designed to prepare, enact, and achieve the learning goals;
  • efforts to spotlight students’ achievement of specific learning outcomes;
  • actions to improve and adapt to the needs of diverse learners;

·       assessment and responsiveness to various forms of feedback, including evidence of impacts on learning. 

Resources for goal-oriented teaching: QTI Workshop 2: Self Voice & Goal-Oriented Teaching [2022-01-27]

 

Scholarly teaching

Decades of scholarship point to ways to improve teaching and learning.  Effective, evidence-based, and often innovative approaches include  

  • engaging students in classroom settings; 
  • offering context-appropriate challenges; 
  • providing structured research experiences; 
  • introducing experiential learning; 
  • sharing relevant faculty research or creative work;
  • developing technology-based and innovative teaching methods; 
  • mentoring individuals; and 
  • nurturing a sense of identity, belonging, and reflection among our students. 

 

Scholarly teaching also encourages faculty to 

  • continue development as educators; 

·       share their work through reflection, peer discussion and review, and dissemination.

Resources for scholarly teaching