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1.
A diversity of student questionnaires are used by colleges and universities to provide data on faculty teaching performance. Yet the purposes for collecting this data are frequently unclear, and at times superficial. Rarely is student rating data used as a tool to improve faculty teaching. A more relevant approach incorporates a variety of types of student ratings into a model for improving university teaching. One type of student rating data is used to identify broad instructional problem areas. Another type pinpoints probable causes and solutions for the instructional problems. Instructional improvement procedures are designed on the basis of this data. A third type of student rating data evaluates the instructional improvement procedures and indicates when modifications are needed. In addition to these three types of student ratings, and the generation of appropriate questionnaires, this paper presents an overview of the teaching improvement model and discusses its effectiveness.  相似文献   

2.
This article is about the accurate interpretation of student ratings data and the appropriate use of that data to evaluate faculty. Its aim is to make recommendations for use and interpretation based on more than 80 years of student ratings research. As more colleges and universities use student ratings data to guide personnel decisions, it is critical that administrators and faculty evaluators have access to research-based information about their use and interpretation.The article begins with an overview of common views and misconceptions about student ratings, followed by clarification of what student ratings are and are not. Next are two sections that provide advice for two audiences—administrators and faculty evaluators—to help them accurately, responsibly, and appropriately use and interpret student ratings data. A list of administrator questions is followed by a list of advice for faculty responsible for evaluating other faculty members’ records.  相似文献   

3.
At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty.  相似文献   

4.
Student ratings of faculty have traditionally been obtained in a manner designed to be useful to the individual faculty member or to other students. It is now sometimes proposed that the resulting data be used to determine faculty pay, promotion, and tenure. Recent articles and the reviews of past literature on ratings are analyzed to determine whether student ratings are usually associated with teaching effectiveness, whether they are sometimes biased by irrelevant factors, whether faculty can effectively revise their behaviors to improve their ratings, and whether improved ratings result in improved teaching effectiveness. The results tend to indicate that student ratings of faculty as they are currently collected cannot be trusted for considerations of pay, promotion, and tenure.  相似文献   

5.
Student ratings of teaching effectiveness are widely used to make judgments of faculty teaching performance. Research, however, has found that such ratings may not be accurate indicators of teaching performance because they are contaminated by course easiness. Using student ratings of 9855 professors employed at 79 different colleges and universities, the author hypothesized and found that the relationship between perceived course easiness and perceived course quality was moderated by school academic rankings. More specifically, easiness ratings were more strongly correlated with quality ratings among low‐ranked schools than among high‐ranked schools. Furthermore, the easiness–quality relationship was slightly stronger among public schools than among private schools. The article concludes by discussing the practical implications of these findings.  相似文献   

6.
搜集了2008－2012年五年间近百份研究生暑期学校总结报告,结合有关的暑期学校文献,从师资队伍、学员结构、教学形式、教学内容四方面总结暑期学校的类型,提炼其特色模式,归纳其共性特征。特色模式包括中外合办型、外教主导型、实验实践型、全程辅导型、小学期制型,共性特征涉及教学形式、师资队伍、学员结构、管理制度四方面。暑期学校分类、特色模式与共性特征研究可为暑期学校举办单位准确定位、提升办学水平提供参考。  相似文献   

7.
The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views.  相似文献   

8.
This study reports the findings of an electronic exploratory survey of National Association of School Psychologists (NASP) Student Representatives. The purpose of the survey was to gather information about the perspective of graduate students concerning problematic peers and their experiences with them in school psychology training programs. Findings suggest that (a) students are unsure whether or not their training programs have an official procedure in place for dealing with problematic students; (b) the problems they observe most commonly involve poor interpersonal skills; (c) consistent with other mental health programs, school psychology graduate students most often talk with their peers or avoid contact with the problematic peer when they have concerns rather than go to faculty; (d) the majority (49.4%) of the respondents feel that faculty or training directors have the most responsibility for the identification of problematic peers but that students have an ethical duty to provide information to the teaching staff if they feel they have a reason to believe there is a problem of which the faculty is unaware. © 2012 Wiley Periodicals, Inc.  相似文献   

9.
African American female faculty at large research universities are given the same responsibilities as other faculty. They must teach, conduct research, engage in worthwhile service to the university community, and regularly disseminate the results of their work in scholarly publications. Rewards from the university are directly tied to the level of success that the faculty member experiences. The minority label is often a barrier to the African American female faculty member's search for full standing in the university's community of scholars. To overcome this barrier, African American women must find and use the best information available to help them. This includes finding a good mentor, mastering a variety of information sources, and building a strong personal and professional network.Melvin M. Bowie is an associate professor and graduate coordinator in the Department of Instructional Technology at the University of Georgia. She received her A.B. degree in history and French from Tougaloo College; an M.S. in library science from the University of Illinois; and, a Ph.D. in Curriculum and Instructional Media from Iowa State University. Her current research interests, including studies carried out for the National Reading Research Center, focus on collection development and resource-based teaching. Her teaching areas include technical services in school media centers, collection development, and administration of school media programs.  相似文献   

10.
This paper reviews recent research evidence on formative (developmental) and summative (judgemental) evaluation of teaching in North American universities. The major conclusions of the review are as follows: (1) student ratings are the most common method of evaluating teaching in North American universities, and their popularity appears to be increasing; (2) student ratings have been found to provide reliable and valid information on limited aspects of teaching competence; (3) teaching evaluations make a difference in decisions on faculty salary, tenure and promotion; (4) evaluation of teaching has been shown to produce modest improvements in teaching effectiveness; (5) faculty satisfaction with teaching evaluation practices ranges from very high to very low, depending on institutional context; and (6) there is consensus that several specific improvements are needed in the current teaching evaluation system.  相似文献   

11.
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.  相似文献   

12.
Determinants of teaching quality: What's important to students?   总被引：7，自引：0，他引：7  
A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.  相似文献   

13.
In this paper, assessments of faculty performance for the determination of salary increases are analyzed to estimate interrater reliability. Using the independent ratings by six elected members of the faculty, correlations between the ratings are calculated and estimates of the reliability of the composite (group) ratings are generated. Average intercorrelations are found to range from 0.603 for teaching, to 0.850 for research. The average intercorrelation for the overall faculty ratings is 0.794. Using these correlations, the reliability of the six-person group (the composite reliability) is estimated to be over 0.900 for each of the three areas and 0.959 for the overall faculty rating. Furthermore, little correlation is found between the ratings of performance levels of individual faculty members in the three areas of research, teaching, and service. The high intercorrelations and, consequently, the high composite reliabilities suggest that a reduction in the number of raters would have relatively small effects on reliability. The findings are discussed in terms of their relationship to issues of validity as well as to other questions of faculty assessment.  相似文献   

14.
An instrument to be used by students in evaluating faculty was developed with the major focus being five conceptualized interpretations of scales (factors) culled from other research on faculty evaluation. The five conceptualized factors were: Evaluation, Presentation, Preparation, Personality, and Intellect. Thirty-five professors from the Division of Curriculum and Instruction teaching 65 classes (1,122 students) at graduate and undergraduate levels participated in May; and 75 professors teaching 2,804 students participated in a December study. Each of the five factors were found to be: independent; stable across student groups; of high internal consistency and reliability; of a high degree of concurrent validity (faculty evaluating themselves); discriminatory among faculty; and applicable under sundry instructional conditions. The instrument can provide information to instructors for the improvement of teaching, as well as providing information for students concerning individual instructors. As part of a larger evaluation system, the instrument can provide information for career decisions.  相似文献   

15.
The purpose of this preliminary study was to qualitatively explore the lived experiences of faculty who adopt ICT in a higher education setting for teaching and learning purposes. Respondents represented a wide range of academic positions. The analysis of data identified organizational support, adequate and quality resources, faculty development, and administration, leadership, and change as emerging themes affecting the faculty ability to adopt information and communication technology (ICT) in teaching and learning purposes. Evidence from this study offers insight into how higher education administrators may support their faculty to implement appropriate ICT tools and strategies to improve teaching and learning practices.  相似文献   

16.
A unique resource in course management systems (CMSs) is that they offer faculty members convenient access to a variety of integrated features. Some featurs allow faculty members to provide information to students, and others allow students to interact with each other or a computer. This diverse set of features can be used to help meet the variety of learning goals that are part of college classes. Currently, most CMS research has analyzed how and why individual CMS features are used, instead of analyzing how and why multiple features are used. The study described here reports how and why faculty members use multiple CMS features, in resident college classes. Results show that nearly half of faculty members use one feature or less. Those who use multiple features are significantly more likely to have experience with interactive technologies. Implications for using and encouraging the use of multiple CMS features are provided.  相似文献   

17.
本文基于教务管理工作的经验,提出计算教师津贴和建立津贴小档案的方法与建议。建立有效合理的教师津贴发放制度是第一原则,其次要基于本单位实际情况,利用办公软件创建教师津贴的计算程序,优化计算过程,进而构建系统有效的高校教师津贴档案,以期为档案工作的细节化、信息化和完整化提供参考。  相似文献   

18.
Administration for innovation in higher education   总被引：1，自引：0，他引：1  
The paper commences from the premise that the major paradigms of administration are not appropriate to higher education. Structural approaches place too great an emphasis on the organization and its mission, subjectivist approaches fail to acknowledge the constraints and enablements of structure and the role of continuity and radical change approaches fail to provide a positive basis for administration. The paper outlines an approach to educational administration which addresses these difficulties. It is based on structuration theory together with cooperative learning theory and group work. The paper reports an investigation of an attempt to apply this approach to the administration of a program of teaching awards in an Australian university. It reports some success and some limitations.Peter Ling is engaged in education quality assurance and educational development at the Royal Melbourne Institute of Technology. He is the President of the Victorian Branch of the Higher Education Research and Development Society of Australia. Dr. Ling's current research is in faculty responses to educational development activities. He holds M.Ed, and Ph.D. degrees from the University of Melbourne. Lorraine Ling is Chair of the Teaching Center at LaTrobe University, Melbourne, Australia. The focus of her research and publication is analysis of administrative systems in education. She has wide experience in schools and in teacher education. She has engaged in educational consultancy, including faculty development, in Australia, Europe, and Asia. She holds an M.Ed, from Deakin University.  相似文献   

19.
Based on the review of student ratings myths by Aleamoni (1987, 1999), a survey research design was used to analyse differences between college students' (n = 968) and faculty's (n = 34) perceptions. Generally, students held stronger beliefs in these myths, in that they believed faculty with excellent publication records were better qualified to evaluate teaching and that student ratings on single general items are accurate measures of teaching effectiveness. On the other hand, faculty believed that student ratings were invalid and unreliable. Further examination of student characteristics revealed that male students held stronger beliefs in these myths. Finally, students' beliefs in these myths were correlated with their actual ratings of nine dimensions of the Student Evaluation of Educational Quality. A discussion as well as suggestions for using student ratings is provided.  相似文献   

20.
Although many studies have examined techniques used to evaluate faculty performance, the literature has generally provided mixed results regarding the proper ways to measure teaching effectiveness. This paper provides the results of a survey of 1300 administrators and faculty of AACSB International accredited institutions. Respondents were asked what they believe is currently being used, and what should be used, to evaluate overall faculty performance and teaching effectiveness. Differences in responses are evaluated across school types, respondent positions, and respondent years of experience. The findings of this study provide a ‘benchmark’ of measures administrators can use to evaluate faculty performance.  相似文献   

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