The Linguistics department (Year One) is addressing the TEval goals as follows.

The Linguistics department developed an objective-centered approach to teaching evaluation that makes use of peer and self evaluation. Faculty are grouped into peer triads, where Faculty member A provides evaluative information to Faculty member B, B to C, and C to A. The three member group meets at the beginning of the semester to discuss their objectives and how they are incorporated into their syllabi. The peer evaluation happens midterm, in an approach inspired by the Center for Teaching and Learning's MAP process. The faculty member goes to their peer's class and engages the students in an evaluation of how well the objectives are being met in the course. This information is shared with the teacher of the course.

This objective-centered approach to teaching evaluation was developed in the course of our participation in the NSF TEVAL program. It makes use of peer and self evaluation and was developed as an alternative to class observation. Our survey of the literature on observation, and discussions in the TEVAL group and in faculty meetings, led us to seek a different approach. We wanted a means of evaluating how well the objectives were being met, and a single observation, or even a set of observations, would not provide that information.

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