University Teaching and Learning Commons | Resources | Teaching Effectiveness

Teaching Effectiveness

The UTLC is available to assist units in their creation of unit-level Evaluation of Teaching processes. Please contact Laura Pipe (lmpipe@uncg.edu), Director of the UTLC, to schedule a consultation or workshop.

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UNCG Teaching Effectiveness Policy

The UNCG Teac hing Effectiveness Policy is fully approved by the UNC System, and was developed by an institutional work group in response to the UNC System Teaching Effectiveness Policy (400.3.1) and Regulation on Teaching Effectiveness(400.3.1.1[R]).

The UNC System Teaching Effectiveness Policy (400.3.1) articulates a strong commitment to teaching in alignment with the Board of Governors’ expectation that teaching should be the first consideration of all UNC institutions. It establishes a central obligation to provide undergraduate and graduate education of the highest quality and requires UNC institutions to “ensure, recognize, and reward teaching effectiveness.” UNCG is likewise committed to building high-quality learning environments and, with this policy, provides a framework for the assessment and continuous improvement of teaching effectiveness, including guidelines that emphasize measurable outcomes where appropriate.

The UNC System policy and regulation require all campus policies to include three inputs for measuring teaching effectiveness: course evaluations, peer review, and self-evaluations. The UNCG Policy mirrors the UNC System documents and requires that individual academic units develop procedures for meeting the minimum requirements.

Frequently Asked Questions

The work group developed a corresponding Frequently Asked Questions (FAQ) document to assist units in their development of unit-level Teaching Effectiveness processes.

Frameworks & Rubrics

In February 2025, the UTLC provided a workshop on Teaching Effectiveness Frameworks and Rubrics.

Peer Review & Observations

In March 2025, the UTLC provided a workshop on Structuring Peer Reviews and Observations.

Beyond Course Evaluations

In April 2025, UTLC provided a workshop on the new Anthology pilot, using course evaluations as a formative tool for developing teaching goals, and strategies for the self-evaluation narrative.

Process Development Resources

Additionally, the UTLC has gathered resources to support unit-level process development. These resources feature frameworks, scholarship, and ongoing expert perspectives on the evaluation of teaching and learning.

Evaluation of Teaching Frameworks and Processes

Teaching Effectiveness Frameworks, founded in research on the evaluation of teaching, are helpful templates for developing unit-level processes. Additionally, the Association of American Universities (AAU) with partnering universities have developed resources and guides for establishing an Evaluation of Teaching Process that can support unit-level work.

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Student Feedback

Student feedback (or perceptions of teaching), often referred to as course evaluations, are used to gather anonymous response regarding a student’s perceptions a course.

UNCG offers two course evaluation systems:

Class Climate (in IR)
AnthologyEvaluate/IDEA (pilot, in the UTLC)

Contact the UTLC to learn more about the AnthologyEvaluate/IDEA pilot.

Interest form for AnthologyEvaluate/IDEA Pilot

Peer Assessment or Review

Peer assessment or peer review of teaching is a process conducted by faculty peers. The process often uses elements such as observation of instruction, review of teaching portfolios, and discussions regarding pedagogical goals and methods with the goal to both assess and develop a faculty member’s instructional skill and practice.

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Self-Assessment

Self-Assessment is a process of “deliberative review and critical evaluation of one’s own work, while identifying specific strategies for improvement” (400.3.1.1). For this policy, self-assessment should provide both a summative review of teaching activities and formative strategies (professional development) to continue developing skill in teaching.

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Additional Mechanisms

Though the policy requires that all units use peer review, course evaluation, and self-assessment, units can use additional inputs. Potential inputs could include review of course syllabi and/or digital course resources (e.g., Canvas), administrator observations, review of student work products, review of teaching portfolios, student mid-course evaluations/reflections, and participation in ongoing teaching professional development.

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Unit Annual REview Resources

Linking the Teaching Effectiveness components to a full annual review, including review of teaching artifacts, self-narratives/reflection, criteria for the evaluating advising/mentoring, and more.

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