University of La Verne

Institution Type: Moderate Research Activity, Minority-serving Institution

Policy Level: Institution

Policy Status Ratified

Keywords: shared governance, policies committee, DEI integration, justice, equity, inclusion, diversity, universal design for learning, culturally responsive environment, cultivates safety and belonging, historically marginalized and underrepresented students

Overview

Over the course of a five-year period (2016-2021), the University of La Verne (ULV) made a sea change in the standards used for the evaluation of teaching effectiveness in all modalities. The strategy of the project evolved over time. It began with creating the new framework through a Faculty Senate subcommittee. However, it became clear that a more thorough revision of the Faculty Handbook was required to address the balance between teaching (primary duty), scholarly activity, and service. This led to the formation of a Faculty Policies Committee whose initial charge was to rework the teaching evaluation piece. Concurrently, student protests (2018) brought to the fore the gravity of prior institutional apathy and inspired the university community to take serious action. In the end, the faculty shepherded through a substantially revised faculty handbook that not only created a new framework for teaching effectiveness evaluation, but also strengthened faculty participation in shared governance and incorporated student concerns.

Since the original reconstruction of the teaching evaluation framework, two rounds of revisions have occurred (AY 21-22 and AY 24-25). A subcommittee of the Policies Committee revised the new framework to include consideration of diversity, equity, and inclusion in all four domains of teaching practice (i.e., course planning & preparation, learning environment, instruction, and seeking continuous improvement in teaching).

Theme 1: Align policy change with what matters

The University of La Verne observed from the literature and faculty experiences at ULV that evaluating teaching based solely on student course evaluations was unfair, ​​and that more robust ways of measuring teaching quality were needed. During the process of rethinking teaching evaluation, the Faculty Senate determined that a more holistic revision of faculty evaluation policy was needed. This provided an opportunity to integrate consideration of an instructor's efforts to be inclusive and equitable in their teaching into the new framework.

Theme 2: Be strategic about policy content

University of La Verne developed a new framework and rubric for teaching evaluation processes. The rubric articulates four domains of teaching practice that allow for more granular and accurate evaluation of teaching: course planning & preparation, learning environment, instruction, and seeking continuous improvement in teaching. For example, the learning environment domain includes the criterion of "Creates a culturally responsive environment: Value is demonstrated for students' backgrounds and experiences" and "The instructor makes meaningful connections between students' identities, background and experiences, and course content." An instructor proficient in this domain would make regular meaningful connections between content and students' identities, experiences, and backgrounds.

A revision to the University of La Verne framework for teaching evaluation integrated more specific language about considerations of diversity, equity, and inclusion across the four domains of teaching practice. The revisions included language that specifically called out efforts to create an equitable and inclusive environment in each domain. For example, the course planning & preparation domain now includes "Uses broadly applicable course materials appropriate to the discipline, course, or field that include diverse perspectives and representation." The learning environment domain includes several new criteria: cultivates safety and belonging for students, with awareness of and attention to differential life experiences, using validating language; integrates individual and group learning approaches, as appropriate; and makes apparent usefulness or congruence of assignments or tasks to learners' educational goals. Faculty under review for annual performance, promotion, or tenure must provide tangible examples of these aspects of their teaching.

Theme 3: Make policy change someone's job

At the University of La Verne, policies originate in the Faculty Policies Committee (from the committee itself or from the direction of the Senate). The Faculty Policies Committee drafts preliminary policy, with input from appropriate stakeholders and experts. The drafted policy is presented at a Senate meeting. The Senate may request revisions or approve the policy for presentation at the next assembly meeting. For both bodies, any policy that will be voted upon must be presented and feedback given at the first meeting, then at the subsequent meeting a vote may be taken.

Theme 4: Approach policy change as a process

The University of La Verne has a standing Senate subcommittee, known as the Faculty Policies Committee, which is charged with monitoring policies in the Faculty Handbook and coordinating with administration if exceptions or changes are needed. The committee has standing meetings to which faculty members can bring agenda items, including concerns about policy conflicts and lapses. The Faculty Policies Committee then reviews the relevant policies and practices and takes steps to clarify policy and communicate with administration. Thus, the Faculty Policies Committee serves both proactive and reactive functions, advising faculty and administration on policy implementation in ways that are consistent with the spirit of the policy. When additional policy changes are needed, the Faculty Policies Committee drafts the proposed changes, which are then voted on by the Faculty Senate and Faculty Assembly. If both bodies pass the revised policy, the Board of Trustees must approve as well before the policy is officially changed in the Faculty Handbook.