Scope of teaching
Bishop-Clark, C., & Dietz-Uhler, B. (2012). Engaging in the scholarship of teaching and learning: A guide to the process and how to develop a project from start to finish. Sterling, VA: Stylus.
Kern, B., Mettetal, G., Dixon, M., & Morgan, R. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3), 1-14.. doi: 10.14434/josotl.v15i3.13623.
McKinney, K. & Cross, K. P. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass.
Miller-Young, J., & Yeo, M. (2015). Conceptualizing and communicating SoTL: A framework for the field. Teaching & Learning Inquiry, 3(2), pp. 37-53.
Assessment of Learning
Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. John Wiley & Sons.
Direct Evidence of Student Learning
Nilson, L. B. (2013). Measuring student learning to document faculty teaching effectiveness. In E. Groccia & L. Cruz (Eds.) To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 32(1), 287-300.
Suskie, L. (2009). Assessing student learning: A common sense guide. 2nd Edition. San Francisco: John Wiley & Sons, Inc.
Berk, R. A. (2014). Should student outcomes be used to evaluate teaching? Journal of Faculty Development, 28(2), 87–96.
Berk, R. A. (2016). Value of value-added models based on student outcomes to evaluate teaching. Journal of Faculty Development, 30(3), 73–81.
High Impact Practices
Kuh, G. D. (2008). Excerpt from High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
Kuh, G. D. (2016). Making learning meaningful: Engaging students in ways that matter to them. New Directions for Teaching and Learning, (145), 49-56.
Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). ePortfolios–The Eleventh High Impact Practice. International Journal of ePortfolio, 6(2), 65-69.
Indicators of Good Teaching
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7): 3-7. Retrieved from: http://www.aahea.org/aahea/articles/sevenprinciples1987.htmIUS Principles of Teaching and Learning
Ambrose, S. A., Bridges, M. A., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass. (e-book available)
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience and school (Expanded edition). Washington, D.C.: National Academies Press. (e-book available)
Mayhew, M. J., Rockenbach, A. N., Bowman, N. A., Seifert, T. A., Wolniak, G. C., Pascarella, E. T., & Terenzini, P. T. (2016). How college affects students: 21st century evidence that higher education works. Retrieved from https://ebookcentral.proquest.com (pp. 591-594)
Multiple Forms of Evidence
Berk, R. A. (2018). Start spreading the news: Use multiple sources of evidence to evaluate teaching. Journal of Faculty Development, 32(1), 73-81.
Bandy, J. (n.d.). Peer Review of Teaching. Retrieved from: https://cft.vanderbilt.edu/guides-sub-pages/peer-review-of-teaching/
Bernstein, D., Burnett, A. N., Goodburn, A., & Savory, P. (2006). Making teaching and learning visible: Course portfolios and the peer review of teaching. Bolton, MA: Anker Publishing Company.
Chism, N. V. N. (2007). Peer review of teaching: A sourcebook. 2nd Edition. San Francisco: John Wiley & Sons, Inc.
Millis, B. J. (2006). Peer observations as a catalyst for faculty development. In P. Seldin & Associates, Evaluating Faculty Performance: A Practical Guide to Assessing Teaching, Research, and Service (pp. 82-95). Bolton, MA: Anker.
Wilkerson, L. & Lewis, K. G. (2002). Classroom observation: The observer as collaborator. In K. H.Gillespie, L. R. Hilsen, & E. C.Wadsworth (Eds.), A Guide to Faculty Development: Practical Advice, Examples, and Resources (pp. 74-81). Bolton, MA: Anker.
IUS Peer Review Manual
Fernandez, C. E., & Yu, J. (2007). Peer review of teaching. The Journal of Chiropractic Education, 21(2), 154-161.
Georgiou, H., Sharma, M., & Ling, A. (2017). Peer review of teaching: What features matter? A case study within STEM faculties. Innovations in Education and Teaching International. Retrieved from https://doi.org/10.1080/14703297.2017.1342557
Peer Review of Teaching. Retrieved from: https://citl.indiana.edu/teaching-resources/documenting-teaching/peer-review-teaching/
Benton, S. L., & Cashin, W. E. (2012). Student Ratings of Teaching: A Summary of Research and Literature. Idea Paper #50. Retrieved from: https://www.ntid.rit.edu/sites/default/files/academic_affairs/Sumry%20of%20Res%20%2350%20Benton%202012.pdf
Best practices for using student ratings of teaching in personnel decisions. Retrieved from: http://www.crlt.umich.edu/evaluation/decision
Jamison, S. (2004). Likert Scales: How to (ab) use them. Medical Education, 38(4), 1212-1218.
Linse, A. (2017). Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees, Studies in Educational Evaluation, 54, 94-106.
Willett, T. (n.d.). Analyzing Likert Scale data: The rule of N=30. Retrieved from: http://www.sim-one.ca/community/tip/analyzing-likert-scale-data-rule-n30
Bain, K. (2011). What the best college teachers do. Harvard University Press.
Groccia, J. E., & Buskist, W. (2011). Need for evidence‐based teaching. New Directions for Teaching and Learning, 128, 5-11.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.
Seldin, P., Miller, J., & Selden, C. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. San Francisco, CA: Jossey-Bass.