TILT recommends faculty set one goal in one domain of the Teaching Effectiveness Framework for the annual review process so that faculty can go in depth into that domain. The iterative process represented below focuses on growth and development of teaching effectiveness.

Engage & Integrate

Engage in Professional Development Aligned with a Goal

Investigate & Plan

Investigate Resources and Opportunities to Meet Goals

The Complete Framework

TILT Website

Draft a Professional Development Plan

Goal Setting Form

Determine a Measurement Plan

Goal Setting Form

Evidence Alignment with TEF Domains

Strengths-Limitations of Evidence

Reflect & Assess

Collect Evidence of Goal Attained

Goal Setting Form

Analyze Evidence

Teaching Goal Summary Sheet

Engage in Self-Reflection

Framework at a Glance

The Complete Framework

Identify & Align

Draft a Teaching Goal

Goal Setting Form

TILT Website

Align Goal with a Framework Domain

Framework at a Glance

The Complete Framework

Active Learning: A Practical Guide for College Faculty, Magna Publications 2017

Adams, M., Bell, L.A., & Griffin, P. (Eds) 2007. Teaching for Diversity and Social Justice (2nd ed). Routledge, Taylor & Francis Group, NY

Ambrose, S.A., Brides, M.W., Lovett, M.C., DiPietro, M., & Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass.

Angelo, T., & Cross, K. (1993). Classroom assessment techniques: a handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass Publishers.

Bain, Ken. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press.

Barr, J. J. (2016). Developing a positive classroom climate. The IDEA Center, IDEA Paper #61(October 2016).

Barry J. Fraser , David F. Treagust & Norman C. Dennis (1986) Development of an instrument for assessing classroom psychosocial environment at universities and colleges, Studies in Higher Education, 11:1, 43-54, DOI: 10.1080/03075078612331378451

Belcher, A., Hall, B. M., Kelley, K., & Pressey, K. L. (2015) An analysis of faculty promotion of critical thinking and peer interaction within threaded discussions. Online Learning, (19)4.

Berk, Ronald, A. (2005) Survey of 12 Strategies to Measure Teaching Effectiveness. International Journal of Teaching and Learning in Higher Education 17(1), 48-62.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.

Boettcher, J. V., & Conrad R. (2016), The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: Jossey-Bass.

Brown McNair, T., Albertine, S., Cooper, M. A., McDonald, N., Major Jr., T. (2016). Becoming a student-ready college: A new culture of leadership for student success. San Francisco, CA: Jossey-Bass.

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. ScienceAdvances, 5(2). DOI: 10.1126/sciadv.aau4734

Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On Students’ (Mis)judgments of Learning and Teaching Effectiveness. Journal of Applied Research in Memory and Cognition.

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In Kozulin, A., Gindis, B., Ageyev, V. S. & Miller, S. M. (Eds.), Vygotsky’s educational theory in cultural context (39-64). Cambridge: Cambridge University Press.

Chávez, A. F., Longerbeam, S. D. (2016). Teaching across cultural strengths. Sterling, VA: Stylus Publishing.

Claro, S., Paunesku, D. & Dweck, C.S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences of the United States of America, (116)31, 8664-8668.

Cohen, Z. (2018, July 17). Small changes, large rewards: How individualized emails increase classroom performance The evoLLLution. Retrieved from:

College and University Classroom Environment Inventory (CUCEI) Fraser: 7 psychosocial dimensions of actual or preferred classroom environment: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. Fraser, B.J. & Treagust, D.F. High Educ (1986) 15: 37.

Cornell Centre for Teaching and Learning (1997) Teaching Evaluation Handbook (3rd ed.) Ithaca, NY: Office of Instructional Support, Cornell University.

Darby, F. (2019). Small Teaching Online. San Francisco, CA: Jossey-Bass.

Devlin, Marcia & Samarawickrema, Gayani. (2010) The Criteria of Effective Teaching in a Changing Higher Education Context. Higher Education Research and Development 29(2), 111-124.

Dweck, C. (June 26, 2018). Growth mindset interventions yield impressive results. The Conversation. Retrieved from

Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 74–146). San Francisco: W.H. Freeman.

Eddy, S. L. & Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. Physical Review Physics Education Research, 12(2). DOI

Fraser B.J. (2012) Classroom Learning Environments: Retrospect, Context and Prospect (pp. 1191-1239). In: Fraser B., Tobin K., McRobbie C. (Eds.). Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht

Felder, Richard M., Rugarcia, Armando, Stice, James E. (2000). The Future of Engineering Education v. Assessing Teaching Effectiveness and Educational Scholarship. Chem. Engr. Education 34(3), 198-207.

Fink, L. D. (2013) Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). San Francisco, CA: Jossey-Bass.

Fountain S. B., Doyle K. E. (2012) Learning by chunking. In Seel N.M. (eds) Encyclopedia of the Sciences of Learning.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H.,& Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.

Friere, P. (2005). Pedagogy of the oppressed. (30th anniversary ed). New York, NY: Continuum International Publishing Group Inc.

Giovannelli, Marietta. (2010) Relationship Between Reflective Disposition Toward Teaching and Effective Teaching. The Journal of Educational Research, 96:5, 293-309.

Good, C., Rattan, A., & Dweck, C. S. (2012). Why do women opt out? Sense of belonging and women’s representation in mathematics. Journal of Personality and Social Psychology, 102(4), 700-717.

Gunawardena, C. N., Ortegano–Layne, L., Carabajal, K., Frechette, C., Lindemann, K., & Jennings, B. (2006). New Model, New Strategies: Instructional design for building online wisdom communities, Distance Education, 27(2).

Guo, P. J. (2013, November 13) Optimal video length for student engagement. Retrieved from

Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology. Science, 332(6034), 1213–1216.

Herring, M. C., Koehler, M. J. & Mishra, P. (Eds.). (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (2nd ed.). New York, NY: Routledge.

Hulleman, C. S., Barron, K. E., Kosovich, J. J. & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In Lipnevich, A. A., Preckel, F. & Roberts, R. D. (Eds.), Psychosocial skills and school systems in the 21st century. (pp. 241-278). Switzerland: Springer.

Johnson, D. I. (2009). Connected Classroom Climate: A Validity Study, Communication Research Reports, 26(2), pp. 146-157, DOI: 10.1080/08824090902861622

Kwantan University Office of Institutional Analysis and Planning (2007) Establishing a Framework for Evaluating Teaching Excellence: An Overview of the Literature.

Ladson-Billings, G. (1995). Towards a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), pp. 465-491.

Lang, J. (2016). Small teaching: Everyday lessons from the science of learning. Hoboken, NJ: Wiley.

Ladyshewsky, R. K. (2013). Instructor presence in online courses and student satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1).

Lee, A., Poch, R. O’Brien, M. K., Solheim, C. (2017). Teaching interculturally: A framework for integrating disciplinary knowledge and intercultural development. Sterling, VA: Stylus Publishing.

Lehman, R. M., & Conceicao, S. C. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco, CA: Jossey-Bass.

Lieberman, M. (2018, April 11). What online teachers have learned from teaching online. Inside Higher Ed. Retrieved from

Lipnevich, A. A and Smith, J. K. (2008). Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information. ETS Research Report ETS RR-08-30. Princeton, NJ: Educational Testing Service.

Magnusson, S. J., Borko, H., & Krajcik, J. S.(1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 95-132). Boston, MA: Kluwer Press. “Making Excellence Inclusive.” Association of American Colleges & Universities, 7 June 2018, 2:20pm,

McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4-5), 494-513.

Meer, N. M., Chapman, A. (2014). Assessment for confidence: Exploring the impact that low stakes assessment design has on student retention. The International Journal of Management Education, 12, 186-192.

Meyer, A., Rose, D. H. & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST, Inc.

Milheim, K. (2017). A fundamental look at cultural diversity and the online classroom. eLearn Magazine. Retrieved from

Miller, M. D. (2014). Minds online: Teaching effectively with technology. Cambridge, MA: Harvard University Press.

Myers, C.B. & Myers, S.M. (2007). Innovation in High Education 31: 227.

National Research Council. (2000). How people learn: Brain, mind, experience, and school. Expanded edition. Washington, D.C.: National Academies Press.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.

Nilson, L. (2014). Creating Self-Regulated Learning. Sterling, VA: Stylus.

Oleson, A. & Hora, M. T. (October 23, 2013). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty teaching practices. Higher Education. DOI 10.1007/s10734-013-9678-9

Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, pp. 543-578.

Pennebaker JW, Gosling SD, Ferrell JD (2013). Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps. PLoS ONE 8(11): e79774.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of educational Psychology, 95(4), 667.

Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.

Quaye, S. J. & Harper, S. R. (2007). Faculty accountability for culturally inclusive pedagogy and curricula. Liberal Education, 93(3), AAC&U.

Quaye, S., & Harper, S. (2015). Student Engagement in Higher Education (2nd ed.). New York, NY: Routledge.

Rendón, L. I. (2014). Sentipensante pedagogy: Educating for wholeness, social justice and liberation. Sterling, VA: Stylus Publishing.

Rhodes, M.G., Cleary, A.M.,& Delosh, E.L. (2019). A guide to effective studying and learning: Practical strategies from the science of learning. Oxford, 2019.

Rhodes, M., Cleary, A., & DeLosh, E. (2020). A guide to effective studying and learning: practical strategies from the science of learning. New York, NY: Oxford University Press.

Robertson, R. J., & Riggs, S. (2018). Collaborative assignments and projects. In K. E. Linder & C. M. Hayes (Eds.), High-impact practices in online education (pp. 71-84). Sterling, VA: Stylus Publishing.

Roediger, H. L. (2013). Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14, 1-3.

Rowe, M (1986), Wait Time: Slowing Down May Be a Way of Speeding Up!, Journal of Teacher Education.

Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students. New York, NY: Routledge.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, vol 15(2), pp. 4-14.

Sisk, V. F., Burgoyne, A. P., Jingze, S., Butler, J. L. & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two Meta-analyses. Psychological Science, 29 (4), 549-571.

Stevens, D. D. & Levi, A. J. (2012) Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning (2nd ed.). Sterling, VA: Stylus Publishing.

Tanner, K. D. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE-Life Sciences Education, 12(3), 322–331. )

Tobin, T. J., & Behling, K. (2018). Reach everyone, teach everyone: Universal design for learning in higher education. Morgantown, WV: West Virginia University Press.

Villalpando, O. 2002. The impact of diversity and multiculturalism on all students: Findings from a national study. NASPA Journal, 40(1) pp. 124–44.

Vygotsky, L. S. (1978). Interaction between learning and development (M. LopezMorillas, Trans.). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79– 91). Cambridge, MA: Harvard University Press.

Walvoord, B. E., & Anderson, V. J. (2010). Effective grading: A tool for learning and assessment in college (2nd ed.). San Francisco, CA: Jossey-Bass.

Weiner, B. (1972). Theories of motivation: From mechanism to cognition. Oxford, England: Markham.

Wieman, Carl. (2015). A Better Way to Evaluate Undergraduate Teaching, Change: The Magazine of Higher Learning, 47:1, 6-15, DOI: 10.1080/00091383.2015.996077.

Wiggins, G., & McTighe, J. (2005), Understanding by design (2nd ed.). Alexandria, VA; Association for Supervision and Curriculum Development.

Woosley, S. A. (2003). How important are the first few weeks of college? The long term effects of initial college experiences. College Student Journal, 37(2), 201-207.

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education,8 (1) n.p.

Zhou, H. (2015). A systematic review of empirical studies on participants’ interactions in internet-mediated discussion boards as a course component in formal higher education settings. Online Learning (19)3.