The spread of evidence-based teaching practices highlights a growing paradox: Even as instructors work to evaluate student learning in creative, multidimensional ways, they themselves are generally judged only through student evaluations.

CHARLOTTE, N.C. – Faculty members seem ready for a more substantive approach to evaluating teaching, but …

A recent meeting at the National Academies of Sciences, Engineering and Medicine achieved little consensus on how best to evaluate teaching, but it certainly showed a widespread desire for a fairer system that better reflects the many components of excellent teaching.