The DKU Mandatory Class Observation provides a structured, evidence-based view of teaching practice to support faculty tenure, reappointment, and promotion reviews. It is one component of a broader evaluation of teaching effectiveness and is designed to complement other sources of evidence.

What Does the Observation Focus On?

The observation rubric is informed by DKU’s Teaching and Mentoring Effectiveness Framework, which describes seven complementary dimensions of effective teaching and mentoring:

Align · Include · Engage · Assess · Reflect · Technology Choices · Mentor and Advise

During a class observation, particular attention is given to teaching practices that can be directly observed in the classroom, including:

• Align — Connecting learning goals, activities, assessments, and feedback.
• Include — Creating an accessible, inclusive, and equitable learning environment.
• Engage — Actively involving students in meaningful learning.
• Assess — Checking student understanding and using assessment and feedback to support learning.
• Technology Choices — Making intentional decisions about when technology, including AI, supports learning. Purposeful non-use of technology may also be an effective pedagogical choice.

Other dimensions, such as Reflect and Mentor and Advise, may be more appropriately considered through evidence beyond a single class session.

What Should Faculty Expect?

A class observation is a snapshot of one class session, not a comprehensive evaluation of an instructor’s teaching. Observers consider the context of the course and the evidence available during the observation.

The process is designed to document teaching practices consistently while recognizing that effective teaching can take many forms. The observation report does not produce a single overall teaching score; ratings and narrative evidence are considered together and in context.