Faculty professional development and career advancement through Student Evaluations of Teaching (SETs)

Abstract New faculty members starting to develop their pedagogy often realize quickly that student evaluations of teaching (SETs) are essential components of a faculty member’s progression through the academic ranks. The degree to which these evaluations influence one’s advancement up the academic ladder varies depending on the type of institution. At the same time, these artifacts can also help inform an educator’s pedagogical practice and refinement of a course over time. This reflective commentary article draws on relevant scholarly literature and our lived experiences as scientist educators to examine the uses and limitations of SETs. Although SETs are widely used to evaluate teaching, there is limited guidance on how faculty can systematically use these data to inform professional development and career advancement. To address this gap, we propose a six-step SET analysis and reflection strategy comprising: (1) initial SET review, (2) close SET review, (3) data extraction and analysis, (4) reflection, (5) identification of changes to teaching practice, and (6) development of an action plan for implementing those changes. This structure will help better prepare faculty members to utilize student teaching evaluations for professional development and advancement.