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AA/PPS 02.03.20 - Maintenance and Improvement of Quality in Teaching

Maintenance and Improvement of Quality in Teaching

AA/PPS No. 02.03.20 (4.05)
Issue No. 2
Effective Date: 9/04/2018
Next Review Date: 9/01/2020 (ENY)
Sr. Reviewer: Associate Provost


    1. Because teaching is the most fundamental responsibility of the faculty at Texas State University, the university must assure that the highest teaching standards are maintained. This statement describes some of the means by which Texas State promotes those standards.

    1. Each year, the university presents Awards for Excellence in Teaching. These awards are described in AA/PPS No. 02.04.20, Presidential Awards for Excellence In Teaching, Scholarly/Creative Activity, Service, and Presidential Seminar.

    2. Faculty members at Texas State are eligible to apply for the Piper Professor Award, which is presented to outstanding teachers in Texas colleges and universities. The Piper Professor Award is described in AA/PPS No. 02.04.21, Piper Professor Award Recognition.

    3. A Part-Time Faculty Excellence in Teaching Award is annually presented in each academic college. The Faculty Senate annually distributes a call for nominations for this award. The Part-Time Faculty Excellence in Teaching Award is described in Faculty Senate policy.

    4. An Award for Excellence in Online Teaching is administered by the Distance and Extended Learning Steering Committee, who annually distributes a call for nominations for this award.


    1. Texas State requires departments and schools to evaluate their faculty members at least once annually to provide for self-development; identify, reinforce, and share the strengths of faculty; extend opportunities for continuous professional development; and provide for identifying and strengthening the role of faculty members in their academic units (see AA/PPS No. 04.02.10, Performance Evaluation of Continuing Faculty and Post-Tenure Review, AA/PPS No. 04.02.11, Performance Evaluation of Non-Continuing Non-Tenure Line Faculty). Furthermore, expectations for tenured and tenure-track faculty normally should include clearly documented evidence of high-quality teaching. This evaluation is intended to benefit the faculty member and improve faculty performance. Teaching is a significant factor in all faculty evaluation. Specific procedures for formative evaluation are determined by the departments or schools.

    2. The evaluation also provides information that may be used in tenure and promotion recommendations, the awarding of performance and merit raises, and decisions regarding the retention of faculty.

    3. The university requires that instructors be routinely evaluated by their students as detailed in AA/PPS No. 02.03.01, Conduct and Planning of Courses under the section on student perceptions of instruction. The method and frequency of evaluations are determined by the instructor’s department or school. A common departmental or school end-of-course student evaluation is administered in undergraduate and graduate courses to derive student perceptions of instruction. In compliance with HB 2504, a common university-wide end-of-course student perception of instruction survey is administered for each organized undergraduate class.


    1. Faculty Development offers workshops and other programming to advance faculty in the area of teaching and learning. All faculty members are encouraged to participate in these programs as well as those offered by other university groups or offices.

    2. There is a strongly asserted expectation that first-year tenure-track faculty members participate in the Scholarship and Teaching Excellence Program sponsored by Faculty Development.

    3. In order to meet national best practices and standards promulgated by the Southern Association of Colleges and Schools Commission on Colleges and the Texas Higher Education Coordinating Board, faculty members who teach distance education courses are required to complete a:

      1. professional development program or alternative certification approved by the Distance and Extended Learning Steering Committee prior to teaching at a distance; and

      2. self-assessment of assigned distance courses every three years using the university’s Best Practices Checklist rubric.

      The Office of Distance and Extended Learning develops and implements the professional development program for distance learning instruction and also implements the Best Practices Checklist process.


    1. Reviewer of this PPS includes the following:

      Position Date
      Associate Provost September 1 ENY

    This PPS has been approved by the following individuals in their official capacities and represents Texas State Academic Affairs policy and procedure from the date of this document until superseded.

    Associate Provost; senior reviewer of this PPS

    Provost and Vice President for Academic Affairs