Policy

1. The evaluation of Teaching at the University will be an Integrated Evaluation of Teaching.
2. Teaching to be evaluated may include, but is not limited to, lectures, seminars and tutorials, individual and group discussion, supervision of individual student’s work (undergraduate and graduate), or other activities as determined by the Course Instructor.
3. Academic Units must conduct Integrated Evaluation of Teaching of Course Instructors, with the frequency of evaluations to be specified in the procedures developed by each faculty or Academic Unit.
4. Integrated Evaluation of Teaching includes, at a minimum, the following:
   1. Self-Reflection;
   2. Student Feedback;
   3. Peer Review of Teaching.
5. Peer Review of Teaching addresses both formative review and summative evaluation. As there are different goals for each type of review, Academic Units will determine the processes to be conducted considering faculty capacity and unit size.
6. In conducting a Peer Review of Teaching, reviewers will consider materials provided by the Course Instructor (e.g., the syllabus, lesson plan or lecture materials, and supplementary materials such as a lab manual); observe Teaching activities; meet with the Course Instructor; and produce a written assessment. Collectively, the reviewers must have the relevant expertise to understand the disciplinary and pedagogical context in which the teaching is taking place.
7. Self-Reflection by the Course Instructor(s) will be included in the Integrated Evaluation of Teaching, and should comprise approaches to Course design and structure, teaching strategies and methods, student performance and outcomes, professional development activities, and strategies for improvement in teaching.
8. Student Feedback will include end-of-term student surveys outlined in the current Student Evaluation of Teaching policy. Additional methods of collecting and incorporating Student Feedback may be used at the discretion of the Course Instructor and/or Academic Unit.
9. Academic Units are required to develop procedures for the Integrated Evaluation of Teaching. Recognizing that each Academic Unit may have unique Teaching and learning contexts, including how different sources and types of evidence are integrated, this policy does not mandate a specific set of processes or procedures.
10. Each Academic Unit must clearly communicate its procedures to all Course Instructors in the Academic Unit.
11. The procedures developed under this policy must be approved by the corresponding Dean or head of the Academic Unit.
12. Each Academic Unit must review its Integrated Evaluation of Teaching procedures. It is recommended this review take place approximately every 5 years.
13. Nothing in this policy should be interpreted as derogating from the academic freedom of Course Instructors.
14. The UBC Vancouver Vice-Provost and Associate Vice-President, Teaching and Learning, and the UBC Okanagan Associate Provost, Academic Programs, Teaching and Learning will report annually to the Senate Teaching and Learning and Learning and Research Committees respectively on implementation.
15. The Vancouver Senate Teaching and Learning Committee and the Okanagan Senate Learning and Research Committees may review procedures under this policy and provide feedback to Academic Units to assist with its implementation and interpretation.
16. The procedures developed under this policy will align with the University’s commitment to principles of equity, inclusivity, diversity and accessibility. The procedures must enable and facilitate diverse perspectives on Course design, pedagogy, and assessment in line with effective and inclusive Teaching and learning practices. 

A link to Senate Policy J-138 can be found here.