Common use of Teaching ability Clause in Contracts

Teaching ability. 2.1 Teaching, at all levels, is the primary activity of a University. It is not confined to a commitment to formal instruction, but includes every way in which a teacher has influence upon students -- by lecturing, by inspiring, by encouraging, and by guiding and directing. Also, it may involve day-to-day participation in the intellectual, social, and recreational environment of the campus. 2.2 Effectiveness in teaching is demonstrated in lectures, seminars, laboratories and tutorials as well as in more informal teaching situations. It is recognized, however, that scholarship must be manifested in the teaching function and that a dogmatic attempt to separate “scholarship” and “teaching” is somewhat artificial. 2.3 Three major elements should be considered in assessing teaching effectiveness: a) the degree to which the Faculty member is able to stimulate and challenge the intellectual capacity of students; b) the degree to which the Faculty member is able to communicate well; and, c) the degree to which the Faculty member has a mastery of his or her subject area. 2.4 Quality of teaching may also be judged from the academic reputation enjoyed by a Faculty member with his or her students, and with colleagues at the University and at other institutions.

Teaching ability. 2.1 Teaching, at all levels, is the primary activity of a University. It is not confined to a commitment to formal instruction, but includes every way in which a teacher has influence upon students -- by lecturing, by inspiring, by encouraging, and by guiding and directing. Also, it may involve day-to-day participation in the intellectual, social, and recreational environment of the campus. 2.2 Effectiveness in teaching is demonstrated in lectures, seminars, laboratories laboratories, and tutorials as well as in more informal teaching situations. It is recognized, however, that scholarship must be manifested in the teaching function and that a dogmatic attempt to separate “scholarship” and “teaching” is somewhat artificial. 2.3 Three major elements should be considered in assessing teaching effectiveness: a) the degree to which the Faculty member is able to stimulate and challenge the intellectual capacity of students; b) the degree to which the Faculty member is able to communicate well; and, c) the degree to which the Faculty member has a mastery of his or her subject area. 2.4 Quality of teaching may also be judged from the academic reputation enjoyed by a Faculty member with his or her students, and with colleagues at the University and at other institutions.