CRITERION III: Accomplishments
Effective teaching characterizes the University's courses and academic
A motto closely
associated with the University of Northern Iowa is "Great Teaching Makes
the Difference." Excellence in classroom instruction has always been and
will continue to be a fundamental characteristic of UNI. It is one of
our core values. Faculty and administrators agree that teaching is the
most important component of a faculty member's duties at UNI. This is
reinforced during new faculty orientation and through annual merit pay
evaluations, promotion and tenure decisions, and faculty awards for outstanding
of Northern Iowa has always prized great teaching, evidenced in student
course evaluations, peer reviews of faculty teaching during PAC assessment
processes, faculty awards for excellence in teaching, University alumni
surveys, and the employment records of students graduating with teaching
degrees. Additional confirmation of teaching excellence comes through
successful external fund raising efforts.
In general, all
departments follow the same systematic approach in their periodic assessment
of instructors' teaching as outlined by the Master Agreement between the
Board of Regents and the UNI-United Faculty (July 1, 1999 - June 30, 2001),
Article Three, Evaluation Procedures, available at
http://www.uni.edu/vpaa/faculty_contract/ and Appendix D of this report.
Term, and Temporary Faculty Student assessments shall be administered
for each probationary, term, and full-time temporary Faculty Member during
the spring semester of each year.
Faculty Tenured Faculty Members shall be assessed by students during the
spring semester each fifth year, not counting years on leave or non-teaching
It should be noted
that some departments evaluate all faculty every semester. Also, many
faculty use student assessment more often than required by contract.
for the evaluation and reporting of a faculty member's teaching, research,
and professional service by other faculty members, department heads, and
administrators are specified in these subsections of Article Three:
have augmented their evaluation of teaching performance by conducting
exit interviews with graduating students, surveying graduate students
one year after graduation, holding pre-semester workshops for all graduate
teaching assistants to prepare them for their responsibilities, providing
feedback from student evaluations and observation by peers and department
head. As discussed in the following section (IIIF), many faculty regularly
participate in professional development activities offered through the
Center for the Enhancement of Teaching.
UNI remains fully committed to the fundamental belief that students deserve experienced, high-quality faculty in the classroom. The objective at the top of the list in the 2001-2006 Strategic Plan calls for the University to provide instruction to students from tenured or tenure-track faculty in at least 75 percent of all classes and 80 percent of major classes, while maintaining a personalized learning environment.
Last Modified: 02/14/01