Document Type
Chapter
Journal/Book Title/Conference
Documenting Teaching Excellence
Editor
Karin deJonge-Kannan and Travis N. Thurston
Publisher
Utah State University
Publication Date
2025
First Page
117
Last Page
134
Abstract
Faculty voice, administrator frustration, low student response rates, and stalled reform efforts to enact substantive changes to how the University of Missouri (MU) evaluated teaching fueled the desire on campus to find a better way. In 2019, MU began a journey away from an overemphasis of a single item on student course evaluations to a constituent-informed, evidence-based, multi-measure system to evaluate and document teaching quality. By sparking a campus-wide conversation and initiative, a new model of effective and inclusive teaching was created that led to new instruments, all aligned to a framework that is proving useful in our overall mission to continuously reflect on and improve teaching for improved student learning (MU Teaching for Learning Center, 2024). As with all major campus transformations, change is slow and as some tensions are resolved, new ones emerge. MU’s journey may hearten readers at the outset of their own journey to transform how teaching is evaluated. We hope this chapter is useful to you in describing our process so that it can be applied in your context. Our inclusive efforts were recognized through the MU Shared Governance Award in 2021, celebrating a collaborative participatory approach for one of the most essential facets of the academy: teaching quality for student learning. The MU model is licensed with a Creative Commons license so that others can reuse, remix, and/or revise it to come alive for different campus contexts.
Recommended Citation
Stone, Bethany B.; Harper, Casandra E.; Klien, Stephen A.; and Mondelli, Victoria, "7. One Institution's Journey Toward Redefining and More Holistically Assessing Teaching Effectiveness" (2025). Documenting Teaching Excellence. Paper 12.
https://digitalcommons.usu.edu/documenting_teaching_excellence/12