View the May 2023 Faculty Meeting slides here!

Quality Teaching at the College of Business

All faculty within the COB, regardless of rank, are expected to deliver quality teaching. Quality teaching, as defined at OSU, includes a commitment to inclusive practices, effective instruction that is practiced as a discipline, and support of learners. Key characteristics of quality teaching include:

Effective course design, with assessments and activities that align with course learning outcomes, and grading practices that reflect appropriate rigor and authentic assessment of learning outcomes.
Course design and student interactions that reflect a commitment to accessibility and inclusion;
Effective instructional methods, including: techniques to facilitate and promote student engagement and interaction; active learning; feedback and facilitation of learner growth; and clarity in course objectives and expectations;
Consistent preparation for class and ability to effectively organize and convey material to students in a manner appropriate for the course modality;
Up-to-date knowledge of relevant content and curriculum;
Knowledge of and ongoing development in curricular and pedagogical information, approaches, and techniques, and incorporation of this information into the classroom;
Contribution to curricular and course development.

“Teaching” as used in this context includes course design, course delivery, access by students, curriculum development, and where applicable, advising. In all cases, classes must be administered in accordance with applicable academic policies and regulations.

Process for Assessment: Annual Performance Review (PROF)

The performance review is completed annually and will cover the preceding year. In preparation for the review, faculty members will prepare and submit a Self-Evaluation. Their supervisor will assign an evaluative rating after reviewing:

Course observations (conducted at least every three years) including a Canvas Review (rubric) and a Student Engagement review (rubric).
Student evaluation data (Q1/Q2)
Self-Evaluation form, including as applicable:
- Professional development (activities attended or self-education strategies)
- Course design activities
- Strengths and goals

Standards for Assessment

Exceptional: in addition to “exceeds expectations” and “meets expectations” criteria, this standard is met where the faculty:

Attains specific recognition as among the College of Business’s finest teachers, based upon a record of significant accomplishments, including, but not limited to, outstanding performance in teaching, dedication to the full development of students, knowledge of his/her discipline, and comparison with teachers across the university. Indicators of exceptional teaching may include but is not limited to the recognition and/or nominations from OSU or relevant academic and professional societies.

Exceeds Expectations: in addition to “meets expectations” criteria, this standard is met where the faculty demonstrates the following:

Exceeds on either Canvas or Engagement rubrics AND
Commitment to excellence and ongoing development in quality teaching that exceeds minimum expectations, demonstrated through relevant, applied, and significant activities in at least one of the following categories:
- Professional development related to pedagogy (We expect all faculty to engage in some professional development each year, such as attending faculty meetings, reading the Watercooler, attending 1 or 2 teaching-related workshops, and reviewing relevant periodicals or news sources. Examples of activities above the minimum expectations would include attending a multi-day CTL course design institute, being part of a Professional Learning Community, or attending an external, multi-day teaching conference.)
- Course design efforts (Note that faculty are expected to keep courses and Canvas sites up to date and current. Examples of activities above the minimum expectations would include redesigning multiple course modules, new course design innovations, or significant redesign of course structure, assessments, or resources.)
- Awards and certifications (i.e., Quality Matters for online courses)
- Q1/Q2 scores that exceed expectations as viewed in relationship to specific course factors, including level (upper v. lower division, graduate/undergraduate), core/elective, number of students, number of credits).

Meets Expectations

This standard is met where the faculty demonstrates the following teaching characteristics:

Receives average student evaluations consistently (more often than not) at or above 70% (i.e., 4.2 out of 6 for Q1/Q2) (NOTE: we will track SLE data to observe how it compares to Q1/Q2)
Meets expectations in observations via Canvas/Engagement rubrics (lasts for 3 years; faculty may request re-evaluation)
Completed self-evaluation (supervisor reviews but no assessment is necessary; supervisor may refer to self-evaluation to support exercise of discretion)
Supervisor retains discretion to consider other factors, including class characteristics, which faculty are encouraged to identify in the self-evaluation form (i.e., multiple preps, novice teacher, core v elective, challenging content area, upper v. lower division, class size, credits, etc.).

Below Expectations (one of the following):

Fails to fulfill many of the duties/responsibilities of a teacher at the “meets expectations” level.
Receives average student evaluations that are not consistently (more often than not) at or above 70% (i.e., below 4.2 out of 6 for Q1/Q2)

Unsatisfactory

Shows serious deficiencies in fulfilling the duties and responsibilities of a teacher at the “meets expectations” level.