Quality Teaching Framework

As a land grant institution, a commitment to teaching and the goal of transformative education accessible to all learners, is part of our mission. The following criteria constitute the Quality Teaching (QT) Framework, which articulates principles of teaching excellence at OSU.

The QT Framework is aligned to OSU’s mission, supported by research, and provides the OSU community with a foundation for a multifaceted evaluation of teaching which includes learner experience surveys, peer review processes, and teaching portfolios. This work is informed by an acknowledgment that the diversity of our learners and ourselves is an asset, and that our capacity to deliver excellent instruction arises from our shared commitment and rigorous creativity in supporting learners and their learning.

These criteria are understood to apply to all modalities (face-to-face, online, remote, and hybrid) and include three broad principles: Inclusivity, Best teaching practices, and Mentorship. The sub-principles (e.g., 1.1, 1.2) provide direction for how to achieve the broad principles. How individuals incorporate these principles and sub-principles will vary by context, discipline, position description, and more. Examples for each sub-principle are provided in the Appendix and are not an exhaustive list, allowing Colleges or Departments to adhere to the QT in context-specific ways.

OSU faculty are committed to quality teaching and student success. An instructional faculty member engaged in quality teaching is one who:

  1. Champions a culture of Diverse, Equitable, and Inclusive Learning.

    1. Recognizes how their own identity influences the learning environment and intersects with broader cultural, social, and political contexts.
    2. Mitigates barriers and provides pathways for learners to achieve full participation.
    3. Builds a sense of belonging and enables collaboration across difference.
    4. Ensures each learner has the resources and experiences needed to achieve shared goals.

  1. Practices teaching as a discipline.

    1. Demonstrates intentional and effective course design.
    2. Demonstrates evidence-based and disciplinary facilitation.
    3. Demonstrates intentional and effective assessment.
    4. Learns from and contributes to the professional development of teaching.
    5. Maintains currency in disciplinary practices and content.

  1. Mentors and advises learners.

    1. Supports learners in their personal growth.
    2. Supports learners in their professional growth.
    3. Supports learners in their academic growth.