Defining and assessing teaching effectiveness in higher education
Date
2019
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Abstract
Teaching effectiveness in higher education is challenging. Given the number of stakeholders and the reasons for assessing teaching effectiveness creates additional challenges. Yet when tying teaching effectiveness to successful student learning outcomes and combining those interests to a case study project, the views of faculty, administrators, and students provided insights and contributed to the body of knowledge of faculty members' performance. Through three manuscripts, we explore defining and assessing a teaching effectiveness process in a case study, using Student Evaluations of Teaching instruments to provide feedback on teaching effectiveness, and the role students' written comments may play in course and instructor feedback. From analyzing student course surveys to creating qualitative and quantitative instruments with the input of faculty members, teaching effectiveness must ensure successful student learning outcomes. The journey to define and assess teaching effectiveness in higher education was an arduous one presented through three manuscripts. Each manuscript provides insights for new and established faculty members. The first abstract presents a case study at a Research I: Doctoral University. Through a research assistantship and partnering with a department challenged to define and assess teaching effectiveness for higher load faculty members, three instruments were developed to determine best practices of effective teachers. The second abstract used quantitative methods and research to assess students' feedback on faculty members' teaching. And the third abstract used qualitative methods to assess themes in written comments from students' evaluation of teaching surveys.
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Subject
learning
student success
teaching excellence
student evaluation of teaching
faculty feedback
teaching effectiveness