!["[Student evaluations of teaching] should not be used as the only evidence of teaching effectiveness. Rather, when they are used, they should be part of a holistic assessment that includes peer observations, reviews of teaching materials, and instructor self-reflections. American Sociological Association, 2019"](/teaching-assessment-processes/sites/default/files/styles/uw_is_media_x_large/public/uploads/images/ASAquote.png?itok=T_uOG2Qf)
The University of Waterloo's teaching assessment processes are undergoing a profound shift toward a holistic model that includes student course perceptions surveys, peer review, and teaching dossiers--and that takes into account specialized needs relating to graduate supervision. This new system is being developed with an eye to the research literature, Waterloo-specific research, consultations with campus stakeholders, and the experiences of other Canadian universities.
Teaching Effectiveness at Waterloo
History, timeline, and reports
Frequently asked questions: Student Course Perceptions
Frequently asked questions: Peer Review of Teaching
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