How search committees assess teaching: Lessons for CTLs

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.

Keywords

teaching philosophy statements, diversity and inclusion statements, student evaluations of teaching, academic hiring

How to Cite

Walsh, K. P. & Pottmeyer, L. O. & Meizlish, D. & Hershock, C., (2022) “How search committees assess teaching: Lessons for CTLs”, To Improve the Academy: A Journal of Educational Development 41(2): 3. doi: https://doi.org/10.3998/tia.583

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Authors

Katharine Phelps Walsh (Carnegie Mellon University)
Laura Ochs Pottmeyer (Carnegie Mellon University)
Deborah Meizlish (University of Michigan)
Chad Hershock (Carnegie Mellon University)

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Creative Commons Attribution-NonCommercial-NoDerivs 4.0

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