The expectations from Academic & Research Faculty (i.e., Professoriate) in teaching as stated in Section II.2.2. apply to the evaluation of teaching performance of Full-time Instructors and Lecturers. The syllabus, student evaluations, attendance level to classes taught, student oral communications and the review of the teaching dossiers constitute the basis of the teaching evaluation. Assessment of performance in this area is one of the hardest and the value of the student evaluations has its margins of reliability. A multitude of reasons such as class size, area versus elective and core courses, the nature of the topics introduces a wide range in the student evaluations in well taught or less well taught courses. However, sensitivity to the student comments, asking advice of colleagues or even requesting observance in their classes and sincere self-assessment are possible ways for improvement in teaching. Koç University Center for Learning & Teaching (KOLT) also provides substantial resources and help for faculty members to self-assess and to improve their teaching. Participation in student activities, serving as adviser to student clubs, etc., are important in facilitating personal development of the students and in contributing to the broadly defined educational mission of the University. Similarly, leadership in curricula or program development, sharing of teaching experiences, etc., are considered very important contributions to the University.