1. S.tt-79
OFF
I
CE O
l'
TI
-
IE VICE-PRESIDENT,
ACADEM
I
C AND
PROVOST
8888
Univer~ity
Drive, Burnaby, BC
Ca
n
ada
Y5J\
1
S6
MEMORANDUM
ATIENTION
FROM
RE:
Senate
J
o
n
Driver, Vice-President,
Academic
and
Provost
Teaching and Learning
Eva
luati
o
n
TEL:
778.782
.
3925
f'A}C: 778.782.5876
DATE
March 29, 2011
PAGES
1/3
S.tt-79
vpacad@~f
u.
ca
www
.~fu
.ca/
vpaca
d
cm
i
c
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... it
is
not
a
matter'?[whetl1cr we c'llaluate tead1inJ!. but
mt
l1
er a
question '![how we do it. What
e
n
ds
do we
lw11
e
in
mind
a
nd
w/10
con
trol
s
th
e
process?
If
acade
mi
cs fa
il to t
ake re
s
p
ons
i&ilityj
(,r c11a
lu
at
i
o
n
'![tead1in
,
rz,
it i
s dear
th
at o
th
ers
w
ill b
e eaJ?,CY
to
do
son
(Christopher Kmtpper
200
1
"Broadening O
ur
Approach
to Teac
hing
Eva
lu
at
ion
",
in
F
r
es
h
Approaches
t
o
the
Eva
lu
at
ion
of Teaching:
a
nd
Learning:
,
ed
.
C
.
Knapper and
P
. C
rant
o
n
,
pp
3
-
9
.
New Directions
in
Teaching
an
d
Learning
88.
J
ossey-Bass, San Franc
i
sco)
Ihckg:round
One o
f
the major themes of the
2010
-201
3
Academic
Plan i
s "teac
hing
and
le
arning
in
a
r
esea
r
c
h
univ
e
r
s
it
y", a
nd th
e
plan
contains
a
numb
e
r
of
initi
at
iv
es
to
e
n
s
ur
e
we focus
o
n providin
g
the best
learnin
g
o
pp
o
rtuniti
es
f
o
r
st
udent
s
.
Clea
rl
y,
in
structors
play
a c
ru
c
i
a
l
role
in
t
h
e
qu
a
lit
y of
teaching
a
nd
learning.
For
many
yea
r
s S
im
on
Fraser
University
h
as
required
that in
str
u
cto
r
s
b
e
evaluated
in
va
ri
o
u
s ways,
and that
fo
r
co
ntinuin
g e
mpl
oyees
these
eva
lu
a
tion
s s
hould b
e
p
art
of the
ev
id
e
n
ce assesse
d
during
sa
lary r
ev
i
ew, co
ntra
c
t ren
ewa
l
,
tenure,
and
promotion.
For
limited
term
em
ploy
ees,
the
same
instrum
e
nt
s ca
n be u
sed
for
sa
lar
y
r
eview
and
reappointment
d
ecis
ion
s
. Mu
c
h
of
the
lit
e
r
at
ur
e o
n
st
ud
ent eva
lu
at
i
ons s
u
ggests
that
th
ese s
h
o
uld
be
u
sed
i
n
conj
un
ct
i
on wit
h
o
th
e
r
forms
of eva
lu
at
i
on
for
t
h
e
purp
ose
s
of a
s
sessment of
in
str
u
cto
r
s
.
However,
co
ur
se
and
instru
c
tor
eva
lu
at
i
o
n
s s
hould
not
b
e
u
sed so
lely
for evaluation of
em
pl
oyees
.
O
th
er
important
purpo
ses
includ
e:
a)
eva
lu
a
tion
of
mo
st effec
tiv
e
teaching
a
nd learnin
g
methods
b)
eva
lu
a
tion
of
inn
ovat
i
o
n in
teaching
a
n
d
learning
c) com
p
ar
i
son of st
ud
e
nt
assessment of
le
arn
in
g o
ut
comes w
ith
the intended objectives of
a
co
ur
se
or progran1
d)
s
elf
-
r
e
fl
ectio
n by in
str
u
cto
r
s
In
2008
the
Senate Comm
itt
ee o
n
University
Teac
hin
g (SCUTL)
prepared
a
r
epo
r
t "Eva
lu
at
in
g
How
We
Eva
lu
ate
"
that
exarn
in
ed
the processes used to
eva
lu
ate
in
st
ru
ctors and courses. T
h
e Senate Co
mmit
tee on
Agenda
and
R.ule
s s
ugg
ested
that the
r
ecomme
nd
at
i
o
n
s
b
e cons
id
e
r
e
d
within the Task Force
o
n
Teaching
and
Learning's (TFTL) work.
In
the
TFTL's e
nvir
o
nm
enta
l
scan,
the
same
i
ss
u
es
w
e
r
e
found
as
by
SCUTL,
and
SCUTL's
re
co
mm
e
nd
at
ion
s
were
t
h
e
n in
co
rp
orated
into
the
TFT
L'
s
report.
T
h
e SCUTL
r
epor
t
was
pr
ese
nt
ed
t
o Se
n
ate
for
inf
o
rm
at
i
on
in December
20
10
, an
d
the VPA made
a comm
itm
e
nt t
o
begin
a
r
ev
i
ew of
the
eva
luati
on
process
and,
if appropriate,
initi
ate c
h
anges
.
S
IMON
FRASER
UNIVERSITY
THINKIN
G
OF THE WORLD
T
h
e
SC
UTL r
e
p
o
rt (200
8
) fo
c
u
se
d
l
a
r
g
el
y o
n
how
S
F
U
ha
s eva
l
u
a
t
e
d t
eac
h
in
g s
ki
ll
s o
f
i
n
st
ru
cto
r
s a
nd th
e
co
nt
e
nt
a
nd
s
tr
u
c
tur
e
of
c
o
u
r
ses
. I
t a
l
so
r
ev
i
e
w
e
d
s
o
m
e of
th
e
c
u
rr
e
nt
li
te
r
a
t
u
r
e o
n
e
va
lu
ati
o
n
, a
nd
l
oo
k
e
d
a
t
so
m
e o
pti
o
n
s
f
o
r
improve
m
e
n
t.
I
t
s o
v
e
r
a
ll
r
ec
omm
e
nd
a
t
i
o
ns w
e
r
e:
•
D
ev
elop mo
r
e effe
c
tiv
e
fo
r
m
s
t
h
at
ca
n
b
e
u
se
d to
e
v
a
lu
a
t
e co
ur
ses a
nd
in
str
u
c
tor
s
•
C
r
e
at
e
b
es
t
-p
r
ac
t
i
c
e
g
ui
delin
es
f
o
r
ac
a
d
e
mi
c
u
ni
t
s
on
h
o
w t
o
eva
lu
at
e
t
ea
c
hi
ng and
co
ur
ses,
a
n
d
h
o
w
to
u
se
i
nformat
i
on
c
o
ll
ec
t
e
d
•
E
n
han
ce
t
he Uni
ve
r
s
i
t
y's s
u
pp
o
r
t a
nd p
r
o
f
ess
i
o
n
a
l
deve
l
o
p
m
e
nt
op
p
o
r
t
u
n
i
t
i
es fo
r
in
st
ru
c
t
o
r
s
T
h
e
TFTL
d
evo
t
e
d
o
n
e o
f f
o
ur
w
o
r
k
in
g g
ro
u
p
s
t
o
t
h
e eva
lu
a
ti
o
n
a
nd r
ecog
n
i
t
i
o
n
o
f t
eac
h
ing
a
nd
l
ea
rn
i
n
g
.
T
h
e
T
F
TL
r
e
port
(
20
1
0
)
r
eco
mm
e
n
d
e
d t
h
at
S
FU
,
"
I
n
c
r
e
a
se
a
w
a
r
e
n
ess
of po
l
i
cy
prov
i
s
i
o
n
s
that
a
d
dr
ess
th
e
i
mp
o
r
ta
n
ce acc
ord
e
d t
o
t
eac
hin
g a
nd le
a
rn
i
n
g,
pr
o
m
o
t
e
a
c
on
s
i
s
t
e
nt
in
t
e
rpr
e
tati
o
n
of
p
o
li
cy
p
r
ov
i
s
i
o
n
s,
and imp
l
e
me
n
t f
ur
t
h
e
r ini
ti
a
t
i
v
es
t
h
a
t va
lu
e
th
e
t
e
a
c
hin
g
m
i
ss
i
o
n
o
f t
h
e
Un
i
v
e
r
s
ity."
O
n
e of
t
h
e
s
ub-r
eco
mm
e
nd
a
tion
s s
u
gg
es
t
e
d d
e
vel
o
p
i
n
g a c
o
h
e
r
e
nt
sys
t
e
m t
o eva
luat
e
t
e
a
c
hi
n
g a
nd learning
effect
iv
e
n
ess a
nd
t
o do
s
o
,
wo
ul
d
r
e
qu
ir
e
d
e
v
e
l
o
p
in
g a
nd
o
ff
e
r
i
n
g
n
e
w
c
o
ur
se a
n
d i
n
s
t
ru
c
tor
ev
al
u
a
t
i
o
n
fo
rm
s
a
s we
ll
as
relat
e
d
s
upp
ort f
o
r
i
n
st
r
u
c
t
o
r
s
and d
e
p
a
rtm
e
nt
s
a
nd a m
o
r
e co
m
pr
e
h
e
n
s
i
ve a
ppr
oac
h
to
ev
aluat
e
t
e
a
c
hin
g a
n
d
le
a
rn
i
ng
e
ff
ec
tiv
e
n
ess
.
As we
ll
,
e
m
b
e
d
d
e
d
in
i
t
s
fi
n
a
l r
e
c
omm
e
ndat
i
o
n
s
to t
h
e
V
PA a
r
c a
n
u
m
b
e
r of r
e
levant
i
t
e
m
s
:
•
T
h
e
Uni
ve
r
s
ity
s
h
o
uld
eva
l
uat
e
i
n
s
t
ru
c
t
o
r
s, co
ur
ses
a
nd pr
og
r
am
s
r
eg
u
l
a
rl
y fo
r
learnin
g
effec
ti
ve
n
ess
•
T
h
e
r
e
s
h
o
u
l
d
b
e
m
o
r
e co
n
s
i
ste
nt r
ecog
ni
t
i
o
n
of goo
d
/effec
t
ive
t
eac
hin
g,
with
a
r
e
w
a
r
d
syste
m t
o
mat
c
h
•
In
s
tru
c
t
o
r
s s
ho
u
ld
h
e e
n
c
o
ur
a
ge
d t
o ex
p
e
ri
m
e
n
t
w
i
t
h n
ew
m
e
th
o
d
s, a
nd
e
va
lu
at
i
o
n m
e
t
h
o
d
s
s
h
o
uld
nuk
e
a
ll
owanc
e
f
o
r
ex
p
e
r
i
m
e
n
t
s
t
h
at d
o
n
o
t
s
u
ccee
d
•
Th
e sc
h
o
l
ar
s
hip
of t
e
ac
hi
n
g a
n
d le
a
rni
ng
s
h
o
ul
d
b
e
r
ec
o
g
n
i
ze
d a
s
a va
lid r
e
s
ea
r
c
h
co
ntributi
o
n
Ta
k
en
to
ge
t
h
e
r
,
th
ese
two
r
e
po
r
t
s
cl
ea
rl
y
indi
c
at
e
t
h
e
n
ee
d f
o
r
ac
t
i
o
n
a
r
o
und
t
h
e eva
l
u
a
tion
o
f t
e
a
c
hin
g
and
l
e
arnin
g, a
nd t
h
e
u
se
to
w
hi
c
h t
h
ose eva
lu
at
i
o
n
s
a
r
e
p
u
t
.
T
h
e fac
t t
h
a
t
t
h
e
Un
i
ve
r
s
i
ty
i
s
a
l
so
see
kin
g
acc
r
e
d
i
ta
ti
on t
hr
o
u
g
h th
e
N
o
r
t
h
west Co
mmi
ss
i
o
n
o
n
Co
ll
eges
a
n
d
U
ni
ve
r
s
i
t
i
es
i
s a
n
o
t
h
e
r r
easo
n f
o
r r
e-
t
h
i
n
k
i
ng
o
ur
eva
lu
a
tion m
e
th
ods
.
NWCCU em
ph
as
i
zes t
h
e
n
eed
t
o eva
l
u
ate
l
e
a
rn
i
n
g
and pro
g
r
am
o
ut
comes
,
a
nd
t
hi
s
wi
ll r
e
q
u
ir
e
a
s
hi
f
t
in h
ow we a
pp
roac
h
p
r
og
r
am
d
es
i
g
n a
n
d
h
ow
i
n
s
tru
c
t
o
r
s
i
m
pl
eme
n
t
p
r
og
r
am
s
a
n
d
p
r
og
r
a
m
c
omp
o
n
e
nt
s. S
u
c
h
c
h
an
ges w
ill
h
e
r
e
fl
ecte
d
i
n
co
ur
se
and
i
n
s
tr
u
cto
r
e
va
lu
a
t
i
o
n
s
.
I
t
i
s
i
mp
o
rt
a
nt
t
o
r
e
cog
ni
z
e
that t
h
e
d
es
i
r
e
to
r
e-c
on
s
i
d
e
r
ev
a
lu
a
t
i
on
o
f
in
s
tr
u
c
to
r
s a
n
d
c
o
ur
ses
d
o
c
s
n
o
t
a
r
ise
fi
.
o
m
s
i
g
n
i
fic
ant d
i
ssa
t
i
sf
a
c
t
i
on
o
n
t
h
e
p
a
r
t of
s
t
u
d
e
nt
s o
r
a
ca
d
e
mi
c a
dmin
i
s
t
r
a
t
o
r
s a
b
o
u
t t
h
e
qu
a
li
t
y of
i
n
st
r
u
ct
i
o
n or
c
ur
r
i
c
ul
u
m.
H
o
w
eve
r
,
w
e
n
o
w
h
a
ve
mu
c
h b
e
tt
e
r
inf
o
r
m
a
tio
n
o
n
wh
a
t
c
on
s
ti
t
ut
es e
ff
ec
ti
ve
prac
t
ice
,
w
h
e
n
co
mp
a
r
e
d
w
i
t
h
o
u
r
state
of
kn
ow
l
ed
g
e 30 ye
a
r
s
ago w
h
e
n th
e
b
as
i
c s
t
ru
c
tu
re of o
ur
eva
l
u
at
i
o
n
p
r
ocess
wa
s
d
e
velop
e
d. D
e
a
r
in
g
t
hi
s
i
n m
i
nd
,
a
n
y
d
ev
el
o
pm
e
nt
o
f
n
e
w
eva
lu
a
ti
o
n m
et
h
o
d
s
m
u
s
t
i
n
clud
e
i
np
u
t
fr
o
m
in
s
t
ru
c
t
or
s
, and w
e
h
a
v
e
to b
e ca
r
e
fu
l
t
o
e
n
s
ur
e t
h
at
n
ew
fo
r
m
s o
f
e
v
a
l
uati
o
n d
o
n
o
t
c
r
eate
n
ew wo
r
k
l
oa
d for
i
n
s
tr
u
c
tor
s
and
ac
ad
e
m
i
c
d
e
p
a
rtm
e
nt
s,
~
tnd
t
h
<t
t t
h
ey
do
n
ot
st
i
fl
e crea
ti
v
i
ty.
P
r
ocess
T
h
e
V
PA
r
eq
u
ests
:
(
1
)
that S
e
nat
e a
p
pr
ove
th
e fo
ll
owi
n
g
t
e
rm
s
of
r
e
f
e
r
e
n
ce
f
o
r a pro
j
ec
t t
o
b
e
led b
y
SC
U
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h) instrument(s) and processes that collect student input on the value of an individual course to
their program of study
c) a range ofinstruments for different types of educational settings (e.g. large classes, seminars,
field
work, graduate programs etc.) commonly experienced at SFU
d) for all instruments, recommendations to ensure that efficient methods of data collection and
storage are used,
and to ensure that privacy of instructors is maintained
e) for all instruments, "core" questions that would he common to all evaluations, as well as an
opportunity for academic departments to customize some questions, either for a program or
for individual courses.
3.
SCUTL will prepare a second document that provides a set of guidelines for best practices in the
following areas:
a) methods for evaluation of instructors and courses that can he used in the development of
department-specific guidelines, as required by policies A11.05 and A12.01 and by the TSSU
collective agreement;
h) the use of evaluations by students as a component of a broader set of evaluative processes
c) processes to ensure that innovation and experimentation in teaching (either by individual
instructors
or by programs) is not deterred by fear of negative evaluations
d) preparation by instructors of teaching dossiers/portfolios that respond to or reflect on teaching
evaluations.
4.
VPA will provide a budget to hire or second a project manager/researcher/writer with expertise in
teaching evaluation in post-secondary education
and evaluation who will develop the instruments
and other documents, and who will report to the Director of the Teaching and Learning Centre,
who is also secretary to SCUTL.
5. SCUTL is expected to ensure consultation with academic administrators, faculty members and
other instructors, SFUFA and TSSU, experts in teaching and learning, and students.
6.
SCUTL is expected to consult with SFU academic units about practices that have been effective,
and to undertake research
on effective practices that have been developed by other institutions.
7.
SCUTL should advise Senate on opportunities and problems that would he encountered if the
University changed to electronic methods for soliciting student feedback.
8. SCUTL will provide a status update in November 2011 and report hack to Senate by March 2012.
3

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