Texas Tech University

The Teaching Evaluation Initiative


Teaching Eval Knot

As we strive to continue creating a culture of excellence in teaching at Texas Tech, the Teaching, Learning, and Professional Development Center, the Teaching Academy, and the Office of the Provost have partnered together to evaluate how we might approach teaching evaluations at Texas Tech University.

In Fall, 2020, representatives from Texas Tech University were accepted to an invitation-only workshop convened by the Network of STEM Education Centers (NSEC), the Association of Public and Land-grant Universities (APLU), and the TEval Project with support from the National Science Foundation (IUSE 1524832, DRL 1725946, 1726087, 1725959, and 1725956.). Attendees were divided into action planning campuses (Rutgers, Texas A&M University, Texas Tech University, University of California Los Angeles and University of Missouri) and Advisory Campuses (University of Colorado, University of Kansas, University of Massachusetts Amherst, University of Southern California, and University of Oregon). This workshop and mentorship particularly from Dr. Ginger Clark, Associate Vice Provost for Academic and Faculty Affairs (USC) has been the basis for of goal of shifting our campus culture to a triangulated teaching evaluation process that includes student and instructor evaluations, self-reflection of one's own teaching, and peer evaluation of teaching.

This evolving site contains resources related to this project. For more information, please contact Courtney Meyers, Angela Lumpkin, or Suzanne Tapp.

Please click on the headings below to learn more about efforts in each of these areas.

The Course Evaluations committee is comprised of Mike Serra (Co-Chair), Suzanne Tapp (Co-Chair), Raegan Higgins, Angela Lumpkin, Kerk Kee, Jason Headrick, Tara Stevens, and Taylin Antonick. For more information, please contact Suzanne Tapp

Context: The Teaching Academy and the TLPDC with the support of the Office of the Provost are committed to changing the culture of teaching at Texas Tech University. Our goal is to shift our campus culture to a triangulated teaching evaluation process that includes course evaluations, self-reflection of one's own teaching, and peer evaluation of teaching. This committee will examine course evaluations at Texas Tech from an evidence-based perspective to consider what the research suggests about the validity of this measurement, the potential biases, and the information we can gather about student perceptions of their learning.

Committee Goals:

    • Review course evaluations from other institutions to consider adding items to the TTU standard set of evaluation questions. 
    • Identify capabilities with SmartEvals for customization and data analysis.
    • Consider building a set of standard questions and a bank of additional questions for customization.
    • Consider re-naming course evaluations to more accurately represent the purpose of the tool.
    • Host a student focus group for additional feedback regarding the course evaluation process.
    • Gather feedback from other stakeholder groups on campus (Provost Office, Faculty Senate, Chair Academy, Academic Council, etc.)
    • Create recommendations for the appropriate use of course evaluations.
    • Prepare a final report for the Office of the Provost.

Course Evaluation Examples & Information from Other Institutions

Peer teaching observation is when a colleague observes your teaching efforts. This colleague may be in your discipline area or it may be someone outside your expertise area. The observation should be conducted with the mindset of identifying both areas of teaching prowess and areas of improvement. Find out more information here.

Resources from the 2021 Advancing Teaching and Learning Conference

Teaching, Learning, & Professional Development Center

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