Teaching effectiveness at Waterloo

A key piece of the holistic model of teaching assessment is a framework of teaching effectiveness that is relevant for the University of Waterloo. We need this framework in order to establish a goal post for the kind of teaching we want to see.

  • What matters for instructors at Waterloo with respect to teaching?
  • What matters for students at Waterloo with respect to teaching?
  • What does the literature say matters with respect to effective teaching?
  • What does Waterloo need to strive for to be the leading institution for teaching effectiveness in Canada?

The answers to these questions were the building blocks for the following framework:

  Design Implementation Learning experience Professional development

Alignment at planning level

Design to action
Student perceptions of their learning experience
Activities supporting growth as instructor/ supervisor 
Areas of focus



Promotion of student engagement
Variety of teaching strategies / practices
Assessments / feedback
Engagement with learning
Continuous improvement
Collaboration, mentorship,  leadership
Examples of possible indicators
Learning objectives
Learning materials
Learning activities
Teaching philosophy
One-on-one / small group / large group interactions
Synchronous / asynchronous instructional activities
Classroom environment
Outside-of-class (i.e., interaction with instructor / supervisor)
Refinement of instructional materials / approaches
Workshops and conferences (participation / leadership)
Scholarship of Teaching and Learning
Mentorship (colleagues / students)