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1.
Student interviews: A vital role in the scholarship of teaching   总被引：1，自引：0，他引：1  
Participation in a national study, sponsored by the American Association of Higher Education, on the use of Peer Review of Teaching Effectiveness, allowed us to engage in several nontraditional methods of peer collaboration. The method having the greatest value for us involved a faculty peer interviewing the students in another faculty member's classes. Through these student interviews, we obtained in-sights into how to enhance the learning environment created inside and outside the classroom. In this article, we present a summary of how we conducted student interviews, why such interactions with students are worthwhile, and what the implications of these interviews are.Jere W. Morehead received his Juris Doctorate from the University of Georgia in 1980. After serving as an Assistant United States Attorney for six years, Professor Morehead returned to the University of Georgia's Terry College of Business as a faculty member. Professor Morehead has been an active member in the Academy of Legal Services in Business. Currently, he serves as Senior Articles Editor of theAmerican Business Law Journal. Throughout his academic career, Professor Morehead has been recognized for his excellence in teaching. He is a coauthor ofThe Legal and Regulatory Environment of Business, the leading textbook in his field, and he has received a University teaching award. During the past two years, he has been an active participant in the AAHE's national project on the peer review of teaching. Peter J. Shedd earned both an undergraduate B.B.A. and a Juris Doctorate from the University of Georgia. After graduating from law school, he clerked for Anthony Alaimo, who was then the Chief Judge of the United States District Court for the Southern District of Georgia. In 1978, Professor Shedd returned to the University of Georgia as a faculty member where he is currently a Professor of Legal Studies in the Terry College of Business. In recognition for outstanding teaching, he was one of the recipients of the Meigs Award last year and was named the Georgia Professor of the Year in 1993 by the Council for the Advancement and Support of Education. Professor Shedd has served as the Associate Dean of the College of Business, as Executive Assistant to the University President, and been active in numerous University committees. In 1994, Professor Shedd was elected to the Executive Committee of the Academy of Legal Studies in Business. A certified mediator and arbitrator, Professor Shedd is a member of the State Bar of Georgia and the American Arbitration Association.  相似文献   

2.
Any attempt to alter the culture of higher education needs to start at the departmental level. Teaching portfolios provide a promising means to empower the department that wants to value teaching and learning. Portfolios provide faculty and chairs with the means to recognize good teaching while still promoting the values of the discipline. On the one hand, the appeal of teaching portfolios rests with the ability of faculty and their departments to recognize both disciplinary and local idiosyncrasies. On the other hand, portfolios provide prominence to what is common across disciplines — teaching and learning.John P. Murray is Associate Dean of Curriculum and Instruction at Genesee Community College in Batavia, New York. Dr. Murray holds a BA from SUNY Potsdam, a MA from Arizona State University, and a Ph.D. from Ohio State University. His current research interests include how administrators can improve teaching and the roles of department chairpersons.  相似文献   

3.
There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems.  相似文献   

4.
The primary objective of this study was to evaluate outcomes of the Virginia Community College System's (VCCSs) Professional Development Initiative, specically to determine the extent to which documented professional development needs of faculty members had been addressed and the extent to which student learning had been enhanced. Results of a five-year follow-up survey and the qualitative research techniques applied to peer group conferences and research grants revealed that specific professional development needs of faculty members were being met through the VCCS Professional Development Initiative. More faculty members were attending conferences or professional meetings their professional activity of choice than five years earlier as a result of increased funding for this development activity, particularly through peer group conferences and other VCCS sponsored workshops and meetings. Peer group conferences effectively addressed the problem of professional isolation, bringing together faculty members from every discipline to address significant professional issues and learn from each other. Research grants supported and encouraged faculty scholarship in every major area of development. Both peer group conferences and research grants provided faculty members with opportunities to keep abreast of the rapid technological changes affecting teaching and learning. Most importantly, the research findings indicated that the VCCS Professional Development Initiative had succeeded remarkably well in achieving its overarching goal enhancing student learning.  相似文献   

5.
Abstract

Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching.  相似文献   

6.
Most of the literature dealing with effective teaching of adult students deals with particular teaching methods. As important as suchprocess suggestions are, it may be even more important to help adults find connections between thecontent of the disciplines and the issues they experience personally as they move through the life cycle. A discussion of ways to do this is provided by an interdisciplinary team. These ideas are then integrated into a view of the disciplines as a tool for helping students mediate course content as well as their life experiences in the service of learning and individual development.Dr. Charles S. Claxton is Associate Professor in the Department of Curriculum and Instruction and the Center for the Study of Higher Education. His major research interests include effective teaching of adults, student learning styles, and use of adult development theory to enhance the college curriculum. Dr. Susanne B. Darnell is Associate Dean of University College, a unit in which students design individualized baccalaureate degrees in professional or liberal studies. She was formerly a member of the Department of Sociology. Dr. Geneva B. Reid is an Instructor in the Department of English and has extensive teaching experience with traditional age and adult students. Dr. Cecil G. Shugart is Professor in the Department of Physics and has long been active in the American Association of Physics Teachers and the American Physical Society.  相似文献   

7.
The peer review of teaching: Progress,issues and prospects   总被引：2，自引：0，他引：2  
As campuses search for ways to raise the level of attention to teaching, the peer review of teaching offers distinct advantages, especially for faculty eager to overcome the isolation of the classroom and to collaborate on improvement. But it presents a number of challenges as well, both political and methodological, and presumes significantly different roles for faculty in ensuring and improving the quality of student learning. Experience on twelve campuses in a national project on the peer review of teaching provides a context for analysis in this introduction to the essays that follow.Patricia Hutchings directs the Teaching Initiative of the American Association for Higher Education in Washington DC, where she has been a staff member for the past eight years. Prior to that she was a faculty member and chair of the English department at Alverno College in Milwaukee. She received a Ph.D. in English from the University of Iowa in 1978 and continues to teach creative writing.  相似文献   

8.
Institutions are attempting to revitalize undergraduate education through the shift of the dominant pedagogy to a learner-centered focus. While this is encouraging, it is crucial to acknowledge that most of the efforts and literature on the learner-centered paradigm have necessarily focused on strategies for faculty. It is, however, equally important for administrators to consider the impact of the paradigm shift on their roles. Professional development and leadership training that takes into account the need for both a technical shift and shift in perception is key to the success of the transition to a new paradigm. Roxanne Cullen holds a Ph.D in English from Bowling Green State University with a specialization in Rhetoric, and she is a professor of English at Ferris State University. She has held various leadership positions at the University, including serving as the first director of the University Writing Center, the Academic Head of the Department of Languages and Literature, Interim Associate Dean of the College of Arts and Sciences, Assistant Vice President for Academic Affairs and most recently Associate Vice President for Academic Affairs. Dr. Michael Harris received his Ph.D. in public policy from Indiana University, his master’s degree from Tel-Aviv University, and his undergraduate degree in economics and business administration from Bar-Ilan University. He is a graduate of the Harvard Graduate School of Education’s Institute For Educational Management (IEM) and the Management Development Program (MDP). Dr. Harris serves as the Provost and Vice President for Academic Affairs at Kettering University. Dr. Harris specializes in public policy and political economy, and he serves as a political commentator to a variety of broadcast and print media in the United States and Israel.  相似文献   

9.
In 1993, the Board of Governors of the University of North Carolina at Charlotte enacted a mandate requiring peer evaluation of teaching, including class-room observation, for non-tenured faculty. Participants involved in the AAHE Peer Review Project feared the mandate would taint efforts to introduce faculty to collegial approaches to the peer review of teaching. As reported here, negative fallout from the mandate has been balanced to some degree by the positive effects of having a required evaluation system. Departmental culture shaped peer review activities undertaken in the first year and may have ultimately overshadowed effects of the mandate on the project.Deborah M. Langsam is an Associate Professor of Biology at the University of North Carolina in Charlotte. A mycologist specializing in aquatic fungi, Langsam earned her baccalaureate degree from Brooklyn College, M.A. from the City University of New York, and her Ph.D. in botany from Duke University. She is also a winner of the NCNB Award for Teaching Excellence, serves as the UNCC campus project coordinator for the AAHE Peer Review of Teaching project, and has led numerous workshops on teaching portfolios. Philip L. Dubois is Provost and Vice Chancellor for Academic Affairs at the University of North Carolina at Charlotte. A political scientist, Dubois earned his baccalaureate degree at the University of California at Davis and his M.A. and Ph.D. degrees at the University of Wisconsin, Madison. He assumed his current position at UNCC in 1991, after having served fifteen years in faculty and administrative posts at University of California-Davis.  相似文献   

10.
This study investigated the characteristics of faculty perceptions of teaching support and teaching efficacy and the relationships between them in Shandong, a province in East China. The results from a sample of 2758 faculty members from 25 public institutions of higher education showed high levels of reported teaching support and teaching efficacy. Faculty members from key institutions scored higher on teaching resources and efficacy for course design but lower on administrative and peer support. Male faculty members scored higher on efficacy for course design, technology usage and classroom management. Teaching assistants scored higher on administrative and peer support but lower on efficacy for course design, instructional strategy, technology usage and classroom management. In addition to the positive relationship between teaching resources, peer support and all teaching efficacy factors, administrative support was negatively related to course design, technology usage, classroom management and learning assessment among faculty of provincial institutions but positively related to course design and technology usage among faculty of vocational institutions. No significant relationship was found between administrative support and teaching efficacy factors among faculty members from key institutions.  相似文献   

11.
Transforming the College through Technology: A Change of Culture   总被引：1，自引：0，他引：1  
In this article we address the implementation of sustainable technological change among the faculty, staff, and students in the College of Education and Human Services at a mid-western urban institution. We examine cultural factors common to institutions of higher education and then describe particular planning and implementation processes employed at one institution to move faculty and staff from a state of minimal technology use to one of substantial technological competence over a period of years. The process turns out to be robust and stable despite growth over time. We conclude with recommendations for other educational institutions facing similar needs for cultural change in the use of technology. James A. McLoughlin has been Dean of the College of Education and Human Services at Cleveland State University since 1995 and Interim Provost from 2000 to 2001; he received his Ph.D. in Special Education from the University of Arizona. Lih-Ching Chen Wang is a Fulbright Scholar. She is currently an Associate Professor of Education in the Department of Curriculum and Foundations at Cleveland State University. Her work focuses on the integration of technology into teacher education. She holds a Ph.D. in Instructional Technology from Kent State University. William A. Beasley is a Professor of Education who specializes in Educational Technology and runs the Center for Teaching Excellence at Cleveland State University. He holds an Ed. D. in Gifted Education from the University of Georgia.  相似文献   

12.
ABSTRACT

This article covers the origins, growth, rationale, calibration, and inspiration of an international pool of certified Quality MattersTM (QM) Peer Reviewers. From the beginning in 2003, as a U.S. Department of Education, Fund for the Improvement of Postsecondary Education funded project, QM was developed as a faculty-centered, peer-based approach for quality assurance and continuous improvement in online education. Development of a pool of qualified peer reviewers grew out of the QM professional development sequence that faculty found transformative for their own course development and teaching practice. Rigorous processes for maintaining the integrity of QM Peer Reviewer certification are discussed. The case is made that QM Peer Review is scalable and affordable for academic institutions. Rather than limiting the execution of quality review to a particular unit or administrative role, engaging faculty in the review function allows for a greater number of reviewers to handle the review tasks at a lower cost to the institution. For peer review to remain “a gift, and not a burden” for faculty and to ensure fit for purpose, the QM Peer Review process will need to evolve to respond to new needs for quality assurance.  相似文献   

13.
This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.  相似文献   

14.
This article highlights the philosophies of adult education and total quality and shows how they are combined to create a powerful educational tool. The article scans the literature, shares a case study at a community college, and offers examples and strategies for making learning a more collaborative, adult, high quality process.Laura L. Bierema obtained a Bachelor's degree in Liberal Arts from Michigan State University, a Master's degree in Labor & Industrial Relations from Michigan State University, and an Ed.D. in Adult Education from the University of Georgia. Dr. Bierema is currently a faculty member at Washtenaw Community College in Ann Arbor, Michigan. Her interests include teaching effectiveness, women's development, organizational learning, qualitative research, and total quality management.  相似文献   

15.
Peer Coaching: Professional Development for Experienced Faculty   总被引：1，自引：0，他引：1  
The professoriate, as a whole, is growing older and more experienced; yet institutions often overlook the professional development needs of mid-career and senior faculty. This article, based on a review of the literature and the development of a peer coaching project, examines peer coaching as a professional development opportunity for experienced faculty that meets many of their immediate needs and offers a variety of longer-term benefits to their institution. Six recommendations for creating a peer coaching program emerge from the literature and the authors’ experience.
Therese HustonEmail:
Therese A. Huston   is the Director of the Center for Excellence in Teaching and Learning at Seattle University. She received her B.A. from Carleton College and her M.S. and Ph.D. in cognitive psychology from Carnegie Mellon University. Her research interests include faculty development and satisfaction, college teaching, diversity and social justice, and student learning. Carol L. Weaver   is an associate professor in Adult Education at Seattle University’s College of Education. She received her B.S. Degree from Washington State University. Both her Master’s degree work (Oregon State University) and her Doctorate (The Ohio State University) focused on adult education. Her teaching and research focus on faculty development, course design, and workplace learning.  相似文献   

16.
Abstract

The use of peers in the evaluation of teaching is part of a larger trend in postsecondary education toward a more systematic assessment of classroom performance. Many scholars believe that certain aspects of teaching can be assessed only by classroom observation. This study examines the use that peer reviewers make of teaching products, especially peer observation reports, during the promotion and tenure review process. Results indicate that peer observation reports are seen as an important component in evaluating teaching effectiveness, though perhaps not the best indicator of effective teaching. Despite flaws in peer observation instruments, the results from classroom observation are seen as valid and are used in deliberations about faculty teaching performance.  相似文献   

17.
The article discusses a dialogical peer inquiry process as a practice of co-constructing knowledge in graduate coursework. The process, formerly structured as an exam, was developed by Dr. Vera John-Steiner more than 30 years ago and has been implemented in adapted forms by her students in their teaching. The dialogical peer inquiry process involves collaborating creatively with peers in the co-construction of knowledge. The article discusses the underpinnings of the process and uses voices of students in a graduate art education course to illuminate the process and its meanings for students.  相似文献   

18.
This is the fourth Lecture of the Edward Corbin Jenkins Lectureship, given by Hedley S. Dimock, at George Williams College, Chicago, on February 28, 1941. The Lectureship was established in 1935 in honor of a pioneer in education, who served as president of George Williams College from 1926 until his retirement in 1935. The purpose of the Lectureship is to carry forward the pioneering spirit and educational philosophy of President Jenkins in recreation and informal education as a significant phase of the modern community. The preceding Lectures were given by Frederick P. Keppel, President of The Carnegie Corporation; Charles W. Gilkey, Dean of University of Chicago Chapel; and Eduard C. Lindeman, Professor of Social Philosophy of the New York School of Social Work. Dr. Dimock is Dean and Professor of Religious Education of George Williams College and a member of the Executive and Editorial Committees of the Religious Education Association. (Editor)  相似文献   

19.
There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.  相似文献   

20.
The curriculum change for which these projections were made included eliminating traditional distribution requirements in favor of interdisciplinary programs and increased student electives. The plan allowed study of the staffing needs and anticipated effects upon departmental offerings. The projections provided estimates of the number of students who would take each type of course and indicated that the new curriculum could be staffed by eliminating previously required introductory courses. Updated each year, the plan served as a guide for departmental offerings and for the hiring of new faculty. The projection methods employed would be helpful for schools anticipating curricular changes or as a general guide in planning faculty allocations from year to year.The planning, initial costs, and evaluation of the curriculum were supported in part by grants from the National Endowment for the Humanities, the George Gund Foundation, and the U.S. Office of Education. Reprints and additional information about the curriculum and these projections can be obtained from the Office of Records and Research, Hiram College, Hiram, Ohio 44234. The authors wish to acknowledge the encouragement and assistance of Hiram President Elmer Jagow, former Dean Wendell Johnson, and current Dean Robert MacDowell. The cooperation of the Hiram faculty and students is also gratefully acknowledged.  相似文献   

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