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Defining and assessing teaching effectiveness in higher education

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dc.contributor.authorMarquitz, Michele S., author
dc.contributor.authorMakela, Carole, advisor
dc.contributor.authorWallner, Barbara, committee member
dc.contributor.authorShelton, Paul, committee member
dc.contributor.authorVaske, Jerry, committee member
dc.date.accessioned2019-06-14T17:06:29Z
dc.date.available2019-06-14T17:06:29Z
dc.date.issued2019
dc.description.abstractTeaching 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.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierMarquitz_colostate_0053A_15393.pdf
dc.identifier.urihttps://hdl.handle.net/10217/195351
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectlearning
dc.subjectstudent success
dc.subjectteaching excellence
dc.subjectstudent evaluation of teaching
dc.subjectfaculty feedback
dc.subjectteaching effectiveness
dc.titleDefining and assessing teaching effectiveness in higher education
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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