[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-291307-105":59,"doc-detail-291307-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","mce-dat-poster-presentation","MCE - DAT - Poster Presentation","","A poster describing the Morgridge College of Education’s Department of Teaching and Learning Sciences (MCE-TLS) Teaching Evaluation Model and proposed improvements. It outlines why the 2017 MCE Teaching Evaluation Model (M-TEM) required increased diversity, equity, inclusion and inclusion, justice, and accessibility (DEIJA) alignment and stronger fidelity, addressing low student response rates and limited tool usefulness. The MCE-TLS Department Action Team revises self, peer, and student voice processes, defines four model quadrants, and presents next-step implementation actions with faculty training and feedback loops.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mce-dat-poster-presentation/291307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mce-dat-poster-presentation/291307.png","ImageObject",300,407,{"name":92,"@type":93},"8796093062539","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What four quadrants does the M-TEM teaching evaluation model use?","Question",{"text":112,"@type":113},"The model is framed by four quadrants: professionalism, assessment of learning, instruction (planning and delivery), and the learning environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges prompted revisions to the teaching evaluation model and tools?",{"text":117,"@type":113},"Challenges included sparse or non-fidelitous use of the four-quadrant model, a need for increased DEI focus, recommendations to streamline structures, student evaluation tools not providing needed information, low response rates, and unclear guidance for faculty on evaluation content and processes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the revised approach use the “three voices” in evaluation?",{"text":121,"@type":113},"The revised M-TEM structures annual reviews using self voice, peer voice, and student voice. Self voice uses a simplified component guide for reflection, and peer voice uses a two-phase template for observation and dialogue that incorporates DEIJA.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},291307,1789644351,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":129,"read_time":81,"preview_page_count":4},8796093062539,"Department of Teaching & Learning Sciences  \nMorgridge College of Education  \nBackground  \nThe Morgridge College of Education (MCE) is committed to excellence in teaching and learning; specifically, the Department of Teaching and Learning Sciences (TLS) strives to emulate the application of theory to practice. Toward that end, faculty and doctoral students came together to improve MCE’s teaching evaluation model and practices with a focus on diversity, equity and inclusion . The 2017 MCE Teaching Evaluation Model (M-TEM) was designed, developed and implemented following review of the literature, engagement processes with faculty, and dialogue with stakeholders . Four quadrants frame the model: 1) professionalism, 2) assessment of learning, 3) instruction: planning and delivery, and 4) learning environment. Challenges created context and supports utilized for growth. For instance, peer observations were implemented on an individual and personal basis, rather than through a systematic process . Student evaluation tools needed revising for more relevant data collection through a more streamlined process .  \nCHALLENGES TO ADDRESS  \n• The M-TEM four quadrant teaching evaluation model was being used sparsely and/or without fidelity.  \n• There was a recognized need to increase DEI focus .  \n• Feedback on the model recommended streamlining structures for ease of use .  \n• Student evaluation tools were not providing needed information and there were low response rates .  \n• Clarity for faculty regarding teaching evaluation content and processes was needed.  \nSUPPORTS PRESENT FOR IMPROVEMENT PROCESS  \n• MCE has a well-structured and functioning faculty mentorship process .  \n• Nearly all MCE faculty teach.  \n• Members of MCE demonstrate commitment to continuous improvement and diversity, equity, inclusion, justice, and accessibility (DEIJA) .  \n• The M-TEM is already utilized in faculty evaluation processes including reappointment and promotion .  \nMCE-TLS Department Action Team membership included various faculty lines and ranks, as well as one graduate student, all committed to improve teaching evaluation process . The MCE-TLS DAT reviewed, revised and/or developed three aspects of teaching and learning evaluation: self-voice, peer voice, and student voice .  \nNext Steps  \nMCE’s DAT developed a process document for the implementation of their proposed changes . This process includes several steps at the departmental and division levels to receive feedback, build support, and plan for implementation . Here are five key steps .  \n• Introduce package to leadership of three committees, alerting them to this work and seeking suggestions for building buy-in: Appointment & Promotion (AP), Appointment, Promotion, and Tenure (APT), and Faculty Executive Committee (FEC) .  \n• Share with Chairs and Deans across MCE in order to discuss strategies for building buy-in .  \n• Solicit feedback on the revised model from FEC prior to bringing to Faculty Governance at large for adoption .  \n• Solicit feedback on the revised end-of-quarter evaluations from chairs and TLS faculty, to plan for piloting and implementation at the departmental level.  \n• After approval of elements of the package, hold open office hours for faculty to provide opportunities for training on the use of the items—particularly the revised model, which guides annual review statements.  \nThree Voices  \nThe revised M-TEM offers guidance around diversity, equity, inclusion, justice, and accessibility (DEIJA) infused teaching practices . Self, peer, and student voice are essential elements. The M-TEM is used to structure annual reviews and tenure, reappointment, and promotion reviews .  \nSelf Voice  \nTo guide faculty self-reflections during annual reviews and promotion processes, the DAT developed a guide that simplifies and revises M-TEM components and articulates a procedure for faculty to reflect on each component.  \nREVISED M-TEM COMPONENTS  \n• Professional Commitment. The act of dem","cbCaike4HQTeMbZ0","https://ap.wps.com/l/cbCaike4HQTeMbZ0","pdf",322697,"English","# Background\n# Challenges to Address\n# Supports Present for Improvement Process\n# Next Steps\n## Three Voices\n### Self Voice\n### Peer Voice\n## Revised M-TEM Components\n## Procedure for Each Component","[{\"question\":\"What four quadrants does the M-TEM teaching evaluation model use?\",\"answer\":\"The model is framed by four quadrants: professionalism, assessment of learning, instruction (planning and delivery), and the learning environment.\"},{\"question\":\"What challenges prompted revisions to the teaching evaluation model and tools?\",\"answer\":\"Challenges included sparse or non-fidelitous use of the four-quadrant model, a need for increased DEI focus, recommendations to streamline structures, student evaluation tools not providing needed information, low response rates, and unclear guidance for faculty on evaluation content and processes.\"},{\"question\":\"How does the revised approach use the “three voices” in evaluation?\",\"answer\":\"The revised M-TEM structures annual reviews using self voice, peer voice, and student voice. Self voice uses a simplified component guide for reflection, and peer voice uses a two-phase template for observation and dialogue that incorporates DEIJA.\"}]","MCE - DAT - Poster Presentation | PDF"]