Student ratings have long been used by many institutions of higher education as a primary form of summative evaluation of teaching. In recent years, studies have brought into question the validity of student ratings, highlighting the need for more effective evaluation methods that recognize and reward evidence-based teaching practices.

To begin framing the national conversation around the reform of teaching evaluation, in this workshop, participants discuss issues around recognizing and evaluating science teaching in higher education. Participants include experts in the fields of teaching and learning, as well as faculty from a range of institutions, engaged in evaluation reform.