since at least the 1990s (Wilson, 1998)

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since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to work at Purdue University in the 1920s , most modern histories of faculty development suggest that their rise to widespread popularity went hand-in-hand with the birth of modern faculty development programs in the 1970s, when universities began to adopt them in response to student protest movements criticizing mainstream university curricula and approaches to instruction . By the mid-2000s, researchers had begun to characterize SETs in terms like “...the predominant measure of university teacher performance [...] worldwide” (Pounder, 2007, p. 178). Today, SETs play an important role in teacher assessment and faculty development at most universities (Davis, 2009). Recent SET research practically takes the presence of some form of this assessment on most campuses as a given. Spooren et al. (2017), for instance, merely note that that SETs can be found at “almost every institution of higher education throughout the world” (p. 130). Similarly, Darwin (2012) refers to teacher evaluation as an established orthodoxy, labeling it a “venerated,” “axiomatic” institutional practice (p. 733).