Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics (2003) / Chapter Skim
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Pages 115-127
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From page 115... ...
Average class size, age or preparation of students, the frequently conflicting demands of teaching and research, and the (legree of collective (as opposed to individual) faculty commitment to teaching can vary greatly among institutions.
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From page 116... ...
The kind of evaluation being recommen(le(1 here requires the collection of different kinds of evidence that can be use(1 to (1etermine whether faculty anti (lepartments are in(lee(1 promoting student learning. Thus, if tenure review committees of senior faculty rely exclusively on outside letters evaluating research anti teaching accomplishments, if they have ha(1 no personal involvement with methods of evaluating teaching or understanding how students learn, anti if their teaching experience has been boun(le(1 only by the lecture hall, the messages they sen(1 about the importance of formative evaluation of teaching will be crystal clear an(1 will not contribute to more effective teaching.
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From page 117... ...
For all of the reasons highlighted in this report, however, the committee is convinced that such investment is essential to improving teaching, learning, and curriculum, and will provide ample rewards through improved efficacy of teaching and student learn~ng. Faculty acceptance and ownership of any process for evaluating teaching
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From page 118... ...
Chapters 5 and 6 provide specific advice and recommendations for improving teaching through appropriate evaluation procedures. Chapter 6 also provides specific cross-references to other parts of the report where faculty can find discussion of evidence that supports the efficacy of various approaches to collecting and analyzing data used for formative and summative evaluation of teaching.
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From page 119... ...
As discussed in Chapters 4 and 5, teaching portfolios, including a careful self-evaluation by the person being evaluated, can be an important too} for (locumenting a faculty member's accomplishments in facilitating student learning and academic achievement. Such portfolios can be used for performing summative evaluation, but equally important, for maintaining a recor(1 of personal accomplishments and teaching issues that can serve as the basis for ongoing professional (levelopment.
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From page 120... ...
· Actively fostering infrastructure improvements that enhance undergraduate learning. · Participating in departmental, college-level, or university-wide discussions of curriculum and improvement of teaching and learning.
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From page 121... ...
RECOMMENDATIONS At the same time, institutions should recognize that disciplines approach teaching (lifferently an that such differences should be reflected in evaluation procedures. Activities that demonstrate a faculty member's commitment to improving teaching skills might include participating in programs at the institution's teaching and learning center.
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From page 122... ...
(2.2) Campus-w~(le or (lisciplinary-focuse(1 centers for teaching an learning shoul(1 be tasked with providing faculty with opportunities for ongoing professional (levelopment that include understanding how people learn, how to improve current instruction though student feedback (formative evaluation)
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From page 123... ...
Monetary awards might allow recipients to purchase teaching equipment to support their teaching efforts or hire student workers or others to assist with the (levelopment of new laboratory or fiel exercises. Recipients might also use such awards to atten(1 professional conferences or visit with colleagues on other campuses to share information anti ideas for improving teaching and Additional information is available at |
From page 124... ...
Additional information about Preparing Future Faculty is available at |
From page 125... ...
Generally, this should include evaluation of a faculty member's knowle(lge an(1 enthusiasm for the subject matter; familiarity with a range of appropriate pedagogical methods; skids in using appropriate tests and laboratory experiences; quality of advising and other professional interactions with students within and beyond the classroom; and active scholarly commitment to enhancing topquality teaching an(1 learning.
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From page 126... ...
An important goal of such a network is to conduct an (lisseminate research on approaches that enhance teaching an(1 learning in STEM. The network can also province information on the use of formative an(1 summative assessment for improving teaching an(1 learning.
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From page 127... ...
Teaching and learning centers also might be supported in their efforts to disseminate resources beyond their campuses, particularly through electronic means.4 (4.2) Funding agencies an(1 research sponsors should undertake self-examination by convening expert panels to examine whether agency policies might inadvertently compromise a faculty member's commitment to quality undergraduate teaching.
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