The University of Washington Faculty Code establishes a framework of regular faculty reviews designed to support professional growth, promote open communication, and ensure fair and informed evaluation processes.
Faculty Code Section 24-57 requires ongoing faculty reviews that assess teaching effectiveness through student evaluations and collegial review, along with regular conferences to discuss progress, goals, expectations, and professional development. Review frequency varies by rank and appointment type, with annual reviews for assistant professors and pre-tenure faculty and periodic reviews for other ranks. Written documentation of reviews is shared with faculty members to support transparency, development, and personnel decisions.
The resources below provide templates and guidance to assist departments, academic units, and faculty members in carrying out these important responsibilities.
Collegial Course Review
The Faculty Code requires that the teaching effectiveness of every faculty member be evaluated by colleagues, consider all five core elements of effective teaching, and may incorporate evaluation procedures established within the department, school, or college. These collegial reviews complement student evaluations by providing discipline-specific, professional assessment of teaching practices, course design, instructional methods, and student engagement.
Review frequency varies by rank; however, annual reviews are encouraged for all faculty, and a collegial review is required within one year of a promotion review.
The Collegial Course Review resource page provides an overview of the review process, the core elements of effective teaching, and a review template. By promoting thoughtful peer feedback, collegial reviews support instructional excellence, faculty development, and student success.
Collegial Course Review Resources
Chair-Faculty Conference
The Faculty Code also requires regular individual conferences between faculty members and their chair, dean, or designee. These conversations are intended to support career planning and professional development and are distinct from merit review processes.
During the conference, faculty members and academic leaders discuss:
- The faculty member’s current teaching, scholarly, and service responsibilities and accomplishments.
- Departmental needs, priorities, and strategic goals.
- Shared goals for the coming review period.
- Strategies for achieving those goals.
- Expectations, responsibilities, available resources, and opportunities for support.
The Chair-Faculty Conference Template provides a framework for documenting these discussions and capturing agreed-upon goals, development plans, and support needs. When used effectively, the chair conference strengthens communication, clarifies expectations, and helps ensure that faculty members have the guidance and resources necessary to thrive throughout their academic careers.
Together, collegial reviews and chair conferences create a collaborative process that supports individual success, strengthens academic units, and advances the University’s mission of excellence in teaching, scholarship, and service.