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From page 203... ... , 49, 109 Active learning strategies promoting, 29 Ad hoc committees on teaching effectiveness, 9395 Adjustments in expected learning outcomes, 73 Administration of forms in class standardizing procedures for, 143 AERA" See American Educational Research Association Alumni data for evaluating teaching quality and effectiveness from, 60 Alverno College, 52n American Association for Higher Education (AAHE) ,30, 48,61, 65, 109, 119 Campus Program initiative, 123 Forum on Faculty Roles and Rewards, 13n Making Teaching Community Property: A Mena' for Peer Collaboration and Peer Review, 86 projects of, 86 American Association for the Advancement of Science (AAAS) Read the entire page →
From page 204... ... See also Formative evaluation by faculty colleagues data for evaluating teaching quality and effectiveness from, 61-63 evaluation questionnaires, 95-96 evidence about student learning from, 3 College Staidest Report 2001, 77ze Carnegie Foundation for the Advancement of Teaching, 147-150 Pew Forum on Undergraduate Education, 147-150 Cooperation interdepartmental, in improving undergraduate STEM education, 114 Council for the Advancement and Support of Education, 47 Course characteristics considering in interpretations, 142 Course, Curriculum, and Laboratory Improvement program, 54n Read the entire page →
From page 205... ... See also Graduate school faculties contributing to campus-wide awareness of the premium placed on improved teaching, 6-7, 125 establishing panels on teaching effectiveness and expectations, 98 evidence about student learning from, 3 periodically reviewing their mission statement to include appropriate emphasis on teaching and student learning, 6, 124 practicing the scholarship of teaching, 88 providing funds to faculty to enhance teaching skills and knowledge, 7, 125-126 supporting faculty moving to greater emphasis on instruction or educational leadership, 7, 126 Disciplinary-focused centers for teaching and learning providing opportunities for ongoing professional development, 5-6, 122-123 Discussion encouraging, 29 Diversity seen as asset-based, 25 Educational community involving representatives from across, 34 Educational Resources Information Center, 54n Educational Testing Service, 145, 151-152 Educational values beginning with, 33 Effective undergraduate teaching, 18, 25-39. See also Teaching effectiveness challenges to, 32-39 characteristics of, 27-31 engaging students in original research, 38-39 ensuring availability for all students, 2, 15, 116 improving the assessment of learning outcomes, 32, 35-36 Read the entire page →
From page 206... ... limitations on faculty knowledge of research about, 39 predictions about, 25 principles of good practice for assessing student learning, 33-35 providing engaging laboratory and field experiences, 37-38 teaching a broad range and large numbers of students, 36-37 End-of-Semester Course Evaluation Forms, 164165, 178-182 Enhancement of teaching and learning, 111-113 applying research on human cognition and learning, 111 assessing student learning, 112 emphasizing improved teaching and learning in introductory and lower division courses, 112 employing effective pedagogy, 111 engaging student interest in the department's curricular offerings, 111 incorporating advances in the discipline and related subject areas, 112-113 providing academic advising and career planning, 113 Enthusiasm for subject matter, 27-28, 101 conveying infectious, 28 data sources and forms of evaluation for evaluating, 102 genuine interest in what is being taught, 28 Ethical standards upholding and modeling for students the best in, 31 Evaluation methodologies, 18, 71-99. See also Implementation of evaluation methodologies; Self-assessment addressing the concerns of those critical of undergraduate teaching and learning, 17 advancing and rewarding teaching scholarship, 17 evaluating the scholarship of teaching, 87-89 formative evaluation by faculty colleagues, 8386, 93-96 formative evaluation by graduate teaching assistants, 83, 92-93 formative evaluation by undergraduate students, 76-77, 91-92 improving teaching by examining student learning, 73-76 using several sets of results, 142 Evaluation of course materials data for evaluating teaching quality and effectiveness from, 63 I N D E X Evaluation of departmental undergraduate programs, 18-19, 108-114 ability to enhance teaching and learning in classrooms and other venues, 111-113 efforts to improve teaching laboratories and other undergraduate research experiences, 113-114 interdepartmental cooperation in improving undergraduate STEM education, 114 Evaluation of individual faculty, 18-19, 100-107 involvement with and contributing to one's own profession in enhancing teaching and learning, 31, 106-107 knowledge of and enthusiasm for subject matter, 27-28, 101-102 professional interactions with students within and beyond the classroom, 30-31, 104-106 proficiency in assessment, 104 skill, experience, and creativity with a range of appropriate pedagogies and technologies, 28-30, 101-103 understanding of and skill in using appropriate assessment practices, 30, 103104 Evaluation of teaching in STEM disciplines, 1819, 51-67, 69-127 the collective responsibility of faculty in all departments, 2, 15, 116 of departmental undergraduate programs, 1819, 108-114 developing and implementing improved means for, 50 general principles and overall findings, 51-54 input from students and peers, 52-53 methodologies, 18, 71-99 recommendations, 4-8, 115-127 review of departmental and institutional records, 53 review of the faculty member's teaching portfolio and other documentation, 54 specific sources of data for, 54-67 Evaluation of the scholarship on teaching, 87-89 adequate preparation, 87 appropriate methods, 87 clear goals, 87 departments that practice the scholarship of teaching, 88 dimensions of the scholarship of teaching, 88 effective presentation, 87 institutions that practice the scholarship of teaching, 89 reflective critique, 87 significant results, 87 Read the entire page →
From page 207... ... Evidence of faculty member's effectiveness adaptation of instructional techniques to improve student learning, 54 participation in efforts to strengthen departmental or institutional curricula, 54 Evidence of student learning, 1-4 from combined sources of evidence, 3 from departments and other colleagues, 3 from faculty members being evaluated, 3 from graduate students, 3 from institutional data and records, 3-4 from the instructor's willingness to seek external support to improve teaching and learning, 3 from student portfolios, 52 from undergraduates and graduate teaching assistants, 3 Expectations of student learning outcomes for an individual course of study, 73 of teaching assistants, appropriateness of, 93 for those being evaluated to respond to evaluation results, 143-144 F Facilitation of learning through metacognitive strategies that identify, monitor, and regulate cognitive practices, 21 through socially supported interactions, 22 when new and existing knowledge is structured around major concepts and principles of the discipline, 20 Faculty. See also Colleagues; Evaluation of individual faculty; Graduate school faculties; Self-assessment encouraging to develop curricula that transcend disciplinary boundaries through a combination of incentives, 6, 124 evidence about student learning from, 3 expecting to contribute to a balanced program of undergraduate teaching, 6, 124-125 guiding information searches, 28 having a genuine interest in what is being taught, 28 involvement in a larger set of conditions that promote change, 34-35 involvement in enhancing teaching and learning, 31, 106-107 I N D E X making clear how results of student evaluations will be used, 141 meeting all classes and labs, posting and keeping regular office hours, and holding exams as scheduled, 31 meeting responsibilities to students and to the public, 35 participation in seeking external support for activities that further the teaching mission, 54 publicly recognizing and rewarding those who have excelled in teaching, 6, 123-124 rewarding for consistent improving of learning by both major and nonmajor students, 5, 120-121 supporting and mentoring those working with undergraduates throughout their careers, 2 supporting in their obligation to improve their teaching skills through departmental and institutional reinforcement, 5, 121 using outcomes of effective formative and summative assessments of student learning to improve their teaching, 17 willingness to seek external support to improve teaching and learning, 3 Faculty Code of Conduct Manual, 31n Faculty Information Form for Student Evaluations, 168-169 Faculty teaching portfolios, 54 evidence of adaptation of instructional techniques to improve student learning, 54 evidence of participation in efforts to strengthen departmental or institutional curricula, 54 including in valid summative assessments of teaching, 4-5, 119-120 sharing of, 97-98 showing participation in seeking external support for activities that further the teaching mission, 54 Feedback for both instructors and students, 72 from graduating seniors and alumni, 98 Formative evaluation by faculty colleagues, 83-86, 93-96 ad hoc committees on teaching effectiveness 93-95 colleagues' evaluation questionnaires, 95-96 discussions between the department chair and individual faculty members, 97 observation, 84-85 Read the entire page →
From page 208... ... 141-144 considering some course characteristics in interpretations, 142 emphasizing global evaluations and estimates of learning for personnel decisions, 142-143 expecting those being evaluated to respond to evaluation results, 143-144 having a sufficient number of students evaluate each course, 142 limiting the use of rating forms, 144 making clear to faculty and students how results of student evaluations will be used, 141 not overestimating small differences, 142 using comparative data, 142 using several sets of evaluation results, 142 using standardized procedures for administering forms in class, 143 using student evaluation as only one piece of relevant information from several sources. 141-142 H Hampshire College, 178-184 End-of-Semester Course Evaluation Forms, 178-182 Instructor Objectives Report, 183-184 Read the entire page →
From page 209... ... , 110 ITEA. See International Technology Education Association J Just-in-time teaching, 79 Kansas State University IDEA Center, 166-177 Faculty Information Form for Student Evaluations, 168-169 Sample Results of Student Evaluations, 170177 Student Reactions to Instruction and Courses, 166-167 Knowing What Students Know: 77ze Science and Design ofEda~cationalAssessment, 15 Knowledge of subject matter, 27-28, 101 answering students' questions and guiding information searches, 28 data sources and forms of evaluation for evaluating, 102 helping students learn and understand the general principles of their discipline, 28 providing students with an overview of the whole domain of the discipline, 28 staying current through an active research program or through scholarly reading, 28 Read the entire page →
From page 210... ... See National Research Council NSF. See National Science Foundation o Observation, 84-85 Outcomes assessment, 73-76 adjusting expected learning outcomes as appropriate, 73 benefits of, 75-76 determining when in a student's education specific knowledge and skills should be developed, 73 developing expected student learning outcomes for an individual course of study, 73 incorporating specified learning outcomes in statements of objectives for courses, 73 scoring, 74-75 selecting appropriate assessment strategies to test student learning of specified knowledge, 73 using to provide formative feedback to individual students, 73 Outside evaluators, 81 Oversight committee to monitor departmental curriculum and instruction, 98 Read the entire page →
From page 211... ... p Pedagogical content knowledge, 16n Pedagogies and technologies ability to recognize students not achieving to their fullest potential and assisting them in their academic difficulties, 29 contextually appropriate, 29n data sources and forms of evaluation for evaluating skill in and experience with, 103 enabling teaching, 25 encouraging discussion and promoting active learning strategies, 29 organized and clear communication to students of expectations for learning and academic achievement, 29 persistently monitoring students' progress toward achieving learning goals, 29 skill, experience, and creativity with a range of appropriate, 28-30, 101-103 viewing the learning process as a joint venture with the students, 29 Peer reviews of teaching including in valid summative assessments of teaching, 4-5, 119-120 providing both objective and subjective assessment of a faculty member's commitment to quality teaching, 7, 125 Pew Charitable Trust, 48 Pew Forum on Undergraduate Education, 147150 Pew Forum on Undergraduate Learning, 77, 145 Portfolio Clearinghouse, The, 65 Portfolios. See Faculty teaching portfolios Predictions about undergraduate teaching, 25 changes in evaluation and documentation of teaching, 25 changing appearance of higher education facilities, 25 curriculum and program design becoming inseparable from teaching and learning, 25 diversity seen as asset-based, 25 focus of teaching shifting away from content transmission, 25 nature and quality of assessment, 25 a new scholarship of teaching, 25 pedagogies students experienced prior to college changing their expectations about good teaching, 25 teaching becoming more public than ever before, 25 technology enabling teaching, 25 I N D E X Preparation adequacy of, 87 of future teachers, 32 Preparing for Peer Evaluation, 95 Primary trait analysis in scoring outcome assessments, 74-75 Principles of good practice for assessing student learning, 33-35 educational values, 33 illuminating questions people really care about, 34 involving a larger set of conditions that promote change, 34-35 involving representatives from across the educational community, 34 meeting responsibilities to students and to the public, 35 ongoing, not episodic, 34 paying attention to outcomes and equally to the experiences leading to them, 33 programs with clear, explicitly stated purposes, 33 understanding learning as multidimensional, integrated, and revealed in performance over time, 33 Principles of learning, 20-22 effect of learners' motivation to learn and sense of self on what and how much is learned and how much effort is put into learning, 21-22 effect of the practices and activities engaged in while learning on what is learned, 22 enhancement of learning through socially supported interactions, 22 facilitation of learning through metacognitive strategies that identify, monitor, and regulate cognitive practices, 21 facilitation of learning with understanding when new and existing knowledge is structured around major concepts and principles of the discipline, 20 learners' different strategies, approaches, patterns of abilities, and learning styles coming from their heredity and prior experiences, 21 learners' use of what they already know to construct new understandings, 20 Professional interactions with students, 30-31, 104-106 advising students experiencing problems with course material, 31 contributing to the ongoing intellectual development of individual students, 31 Read the entire page →
From page 212... ... data sources and forms of evaluation for evaluating professionalism with students within and beyond the classroom, 106 demonstrating respect for students as individuals and respecting their privacy, 31 encouraging the free pursuit of learning and protecting students' academic freedom, 31 meeting all classes and labs, posting and keeping regular office hours, and holding exams as scheduled, 31 upholding and modeling for students the best in scholarly and ethical standards, 31 Professional organizations encouraging publication of peer-reviewed articles on evolving educational issues in STEM, 7,127 increasing support for effective teaching, 4649 offering opportunities to discuss undergraduate education issues during annual and regional meetings, 7,127 Program design becoming inseparable from teaching and learning, 25 Programs That Work, 47 Project Kaleidoscope, 56 Q Quality and performance of undergraduate research students, 67 Quality of teaching and effective learning ranking more highly in institutional priorities, 5,122 Questionnaires used to evaluate undergraduate student learning, 19, 145-184 Carnegie Mellon University Eberly Center for Teaching Excellence, 153-162 lhe College Student Report 2001, 147-150 Hampshire College, 178-184 Harvard University Derek Bok Center for Teaching and Learning, 163-165 Kansas State University IDEA Center, 166-177 Student Instructional Report II, 151-152 Questions for conducting peer evaluations of teaching, 19, 185-195 Suggested Form for Peer Review of Undergraduate Teaching Based on Dossier Materials, 186-187 I N D E X Syracuse University's Classroom Observation Worksheet, 188-192 University of Texas at Austin's Checklist of Teaching Skills, 193-195 Questions people really care about beginning with, 34 R Recommendations for evaluating teaching effectiveness, 4-8,115-127 accreditation agencies and boards should revise policies to emphasize quality undergraduate learning as a primary criterion for program accreditation, 7,127 campus-wide and disciplinary-focused centers for teaching and learning should be tasked with providing faculty with opportunities for ongoing professional development, 5-6, 122-123 for deans, department chairs, and peer evaluators, 6-7,124-126 department heads should provide personnel recommendations containing separate ratings on teaching, research, and service, 7,125 departments should contribute to campuswide awareness of the premium placed on improved teaching, 6-7,125 departments should periodically review a departmental mission statement that includes appropriate emphasis on teaching and student learning, 6,124 departments should provide funds to faculty to enhance teaching skills and knowledge, 7,125-126 departments should support faculty moving to greater emphasis on instruction or educational leadership, 7,126 effective peer reviews of teaching should provide both objective and subjective assessment of a faculty member's commitment to quality teaching, 7,125 faculty should be encouraged to develop curricula that transcend disciplinary boundaries through a combination of incentives, 6,124 faculty should be supported in their obligation to improve their teaching skills through Read the entire page →
From page 213... ... . one or more senior university-level administrators should be assigned responsibility for encouraging faculty to adopt effective means to improve instruction, 6, 123 only deans and department chairs willing to emphasize student learning and to make allocations of departmental resources in support of teaching should be appointed, 6, 124 overall, 4-5, 118-121 peer reviews and teaching portfolios should be included in valid summative assessments of teaching, in addition to student evaluations, 4-5, 119-120 for presidents, overseeing boards, and academic officers, 5-6, 122-124 professional societies should encourage publication of peer-reviewed articles on I N D E X evolving educational issues in STEM, 7, 127 professional societies should offer opportunities to discuss undergraduate education issues during annual and regional meetings, 7, 127 quality teaching and effective learning should be ranked highly in institutional priorities, 5, 122 scholarly activities focusing on improving teaching and learning should be recognized and rewarded, 4, 118-119 teaching effectiveness should be judged by the quality and extent of student learning, 4, 118 Reflective critiques, 87 Reliability of undergraduate student evaluations, 55-56 Research. Read the entire page →
From page 214... ... See also Evidence of student learning; Formative evaluation by undergraduate students for classroom observation, 63-64 direct questioning of, 78-79 engaging in original research, 38-39 engaging their interest in departmental curricular offerings, 111 identifying those not achieving to their fullest potential, 29 making clear how results of student evaluations will be used, 141 using course notes of, 80 using teams of, 79-80 Suggested Form for Peer Review of Undergraduate Teaching Based on Dossier Materials, 186-187 Summative evaluations, 1 Support for faculty wishing to explore the scholarship of teaching and learning, 1-2 Syracuse University, 95 Classroom Observation Worksheet, 188-192 T Teaching. See also Cultures of research and teaching; Evaluation of teaching in STEM disciplines becoming more public than ever before, 25 focus shifting away from content transmission, 25 Teaching assistants. Read the entire page →
From page 215... ... See Pedagogies and technologies U Undergraduate teaching and learning, 11-24. See also Effective undergraduate teaching impetus for and challenges to change, 12-15 I N D E X overview of research on effective assessment of student learning, 23-24 seven principles of learning, 20-22 statement of task and guiding principles, 15-18 Undergraduate teaching assistants evidence about student learning from, 3 University of California System Faculty Code of Conduct Manual, 31 University of Texas at Austin, 95 Checklist of Teaching Skills, 193-195 Preparing for Peer Evaluation, 95 University of Washington, 82, 92 U.S. Read the entire page →

From page 203...

... , 49, 109 Active learning strategies promoting, 29 Ad hoc committees on teaching effectiveness, 9395 Adjustments in expected learning outcomes, 73 Administration of forms in class standardizing procedures for, 143 AERA" See American Educational Research Association Alumni data for evaluating teaching quality and effectiveness from, 60 Alverno College, 52n American Association for Higher Education (AAHE) ,30, 48,61, 65, 109, 119 Campus Program initiative, 123 Forum on Faculty Roles and Rewards, 13n Making Teaching Community Property: A Mena' for Peer Collaboration and Peer Review, 86 projects of, 86 American Association for the Advancement of Science (AAAS)

Read the entire page →

From page 204...

... See also Formative evaluation by faculty colleagues data for evaluating teaching quality and effectiveness from, 61-63 evaluation questionnaires, 95-96 evidence about student learning from, 3 College Staidest Report 2001, 77ze Carnegie Foundation for the Advancement of Teaching, 147-150 Pew Forum on Undergraduate Education, 147-150 Cooperation interdepartmental, in improving undergraduate STEM education, 114 Council for the Advancement and Support of Education, 47 Course characteristics considering in interpretations, 142 Course, Curriculum, and Laboratory Improvement program, 54n

Read the entire page →

From page 205...

... See also Graduate school faculties contributing to campus-wide awareness of the premium placed on improved teaching, 6-7, 125 establishing panels on teaching effectiveness and expectations, 98 evidence about student learning from, 3 periodically reviewing their mission statement to include appropriate emphasis on teaching and student learning, 6, 124 practicing the scholarship of teaching, 88 providing funds to faculty to enhance teaching skills and knowledge, 7, 125-126 supporting faculty moving to greater emphasis on instruction or educational leadership, 7, 126 Disciplinary-focused centers for teaching and learning providing opportunities for ongoing professional development, 5-6, 122-123 Discussion encouraging, 29 Diversity seen as asset-based, 25 Educational community involving representatives from across, 34 Educational Resources Information Center, 54n Educational Testing Service, 145, 151-152 Educational values beginning with, 33 Effective undergraduate teaching, 18, 25-39. See also Teaching effectiveness challenges to, 32-39 characteristics of, 27-31 engaging students in original research, 38-39 ensuring availability for all students, 2, 15, 116 improving the assessment of learning outcomes, 32, 35-36

Read the entire page →

From page 206...

... limitations on faculty knowledge of research about, 39 predictions about, 25 principles of good practice for assessing student learning, 33-35 providing engaging laboratory and field experiences, 37-38 teaching a broad range and large numbers of students, 36-37 End-of-Semester Course Evaluation Forms, 164165, 178-182 Enhancement of teaching and learning, 111-113 applying research on human cognition and learning, 111 assessing student learning, 112 emphasizing improved teaching and learning in introductory and lower division courses, 112 employing effective pedagogy, 111 engaging student interest in the department's curricular offerings, 111 incorporating advances in the discipline and related subject areas, 112-113 providing academic advising and career planning, 113 Enthusiasm for subject matter, 27-28, 101 conveying infectious, 28 data sources and forms of evaluation for evaluating, 102 genuine interest in what is being taught, 28 Ethical standards upholding and modeling for students the best in, 31 Evaluation methodologies, 18, 71-99. See also Implementation of evaluation methodologies; Self-assessment addressing the concerns of those critical of undergraduate teaching and learning, 17 advancing and rewarding teaching scholarship, 17 evaluating the scholarship of teaching, 87-89 formative evaluation by faculty colleagues, 8386, 93-96 formative evaluation by graduate teaching assistants, 83, 92-93 formative evaluation by undergraduate students, 76-77, 91-92 improving teaching by examining student learning, 73-76 using several sets of results, 142 Evaluation of course materials data for evaluating teaching quality and effectiveness from, 63 I N D E X Evaluation of departmental undergraduate programs, 18-19, 108-114 ability to enhance teaching and learning in classrooms and other venues, 111-113 efforts to improve teaching laboratories and other undergraduate research experiences, 113-114 interdepartmental cooperation in improving undergraduate STEM education, 114 Evaluation of individual faculty, 18-19, 100-107 involvement with and contributing to one's own profession in enhancing teaching and learning, 31, 106-107 knowledge of and enthusiasm for subject matter, 27-28, 101-102 professional interactions with students within and beyond the classroom, 30-31, 104-106 proficiency in assessment, 104 skill, experience, and creativity with a range of appropriate pedagogies and technologies, 28-30, 101-103 understanding of and skill in using appropriate assessment practices, 30, 103104 Evaluation of teaching in STEM disciplines, 1819, 51-67, 69-127 the collective responsibility of faculty in all departments, 2, 15, 116 of departmental undergraduate programs, 1819, 108-114 developing and implementing improved means for, 50 general principles and overall findings, 51-54 input from students and peers, 52-53 methodologies, 18, 71-99 recommendations, 4-8, 115-127 review of departmental and institutional records, 53 review of the faculty member's teaching portfolio and other documentation, 54 specific sources of data for, 54-67 Evaluation of the scholarship on teaching, 87-89 adequate preparation, 87 appropriate methods, 87 clear goals, 87 departments that practice the scholarship of teaching, 88 dimensions of the scholarship of teaching, 88 effective presentation, 87 institutions that practice the scholarship of teaching, 89 reflective critique, 87 significant results, 87

Read the entire page →

From page 207...

... Evidence of faculty member's effectiveness adaptation of instructional techniques to improve student learning, 54 participation in efforts to strengthen departmental or institutional curricula, 54 Evidence of student learning, 1-4 from combined sources of evidence, 3 from departments and other colleagues, 3 from faculty members being evaluated, 3 from graduate students, 3 from institutional data and records, 3-4 from the instructor's willingness to seek external support to improve teaching and learning, 3 from student portfolios, 52 from undergraduates and graduate teaching assistants, 3 Expectations of student learning outcomes for an individual course of study, 73 of teaching assistants, appropriateness of, 93 for those being evaluated to respond to evaluation results, 143-144 F Facilitation of learning through metacognitive strategies that identify, monitor, and regulate cognitive practices, 21 through socially supported interactions, 22 when new and existing knowledge is structured around major concepts and principles of the discipline, 20 Faculty. See also Colleagues; Evaluation of individual faculty; Graduate school faculties; Self-assessment encouraging to develop curricula that transcend disciplinary boundaries through a combination of incentives, 6, 124 evidence about student learning from, 3 expecting to contribute to a balanced program of undergraduate teaching, 6, 124-125 guiding information searches, 28 having a genuine interest in what is being taught, 28 involvement in a larger set of conditions that promote change, 34-35 involvement in enhancing teaching and learning, 31, 106-107 I N D E X making clear how results of student evaluations will be used, 141 meeting all classes and labs, posting and keeping regular office hours, and holding exams as scheduled, 31 meeting responsibilities to students and to the public, 35 participation in seeking external support for activities that further the teaching mission, 54 publicly recognizing and rewarding those who have excelled in teaching, 6, 123-124 rewarding for consistent improving of learning by both major and nonmajor students, 5, 120-121 supporting and mentoring those working with undergraduates throughout their careers, 2 supporting in their obligation to improve their teaching skills through departmental and institutional reinforcement, 5, 121 using outcomes of effective formative and summative assessments of student learning to improve their teaching, 17 willingness to seek external support to improve teaching and learning, 3 Faculty Code of Conduct Manual, 31n Faculty Information Form for Student Evaluations, 168-169 Faculty teaching portfolios, 54 evidence of adaptation of instructional techniques to improve student learning, 54 evidence of participation in efforts to strengthen departmental or institutional curricula, 54 including in valid summative assessments of teaching, 4-5, 119-120 sharing of, 97-98 showing participation in seeking external support for activities that further the teaching mission, 54 Feedback for both instructors and students, 72 from graduating seniors and alumni, 98 Formative evaluation by faculty colleagues, 83-86, 93-96 ad hoc committees on teaching effectiveness 93-95 colleagues' evaluation questionnaires, 95-96 discussions between the department chair and individual faculty members, 97 observation, 84-85

Read the entire page →

From page 208...

... 141-144 considering some course characteristics in interpretations, 142 emphasizing global evaluations and estimates of learning for personnel decisions, 142-143 expecting those being evaluated to respond to evaluation results, 143-144 having a sufficient number of students evaluate each course, 142 limiting the use of rating forms, 144 making clear to faculty and students how results of student evaluations will be used, 141 not overestimating small differences, 142 using comparative data, 142 using several sets of evaluation results, 142 using standardized procedures for administering forms in class, 143 using student evaluation as only one piece of relevant information from several sources. 141-142 H Hampshire College, 178-184 End-of-Semester Course Evaluation Forms, 178-182 Instructor Objectives Report, 183-184

Read the entire page →

From page 209...

... , 110 ITEA. See International Technology Education Association J Just-in-time teaching, 79 Kansas State University IDEA Center, 166-177 Faculty Information Form for Student Evaluations, 168-169 Sample Results of Student Evaluations, 170177 Student Reactions to Instruction and Courses, 166-167 Knowing What Students Know: 77ze Science and Design ofEda~cationalAssessment, 15 Knowledge of subject matter, 27-28, 101 answering students' questions and guiding information searches, 28 data sources and forms of evaluation for evaluating, 102 helping students learn and understand the general principles of their discipline, 28 providing students with an overview of the whole domain of the discipline, 28 staying current through an active research program or through scholarly reading, 28

Read the entire page →

From page 210...

... See National Research Council NSF. See National Science Foundation o Observation, 84-85 Outcomes assessment, 73-76 adjusting expected learning outcomes as appropriate, 73 benefits of, 75-76 determining when in a student's education specific knowledge and skills should be developed, 73 developing expected student learning outcomes for an individual course of study, 73 incorporating specified learning outcomes in statements of objectives for courses, 73 scoring, 74-75 selecting appropriate assessment strategies to test student learning of specified knowledge, 73 using to provide formative feedback to individual students, 73 Outside evaluators, 81 Oversight committee to monitor departmental curriculum and instruction, 98

Read the entire page →

From page 211...

... p Pedagogical content knowledge, 16n Pedagogies and technologies ability to recognize students not achieving to their fullest potential and assisting them in their academic difficulties, 29 contextually appropriate, 29n data sources and forms of evaluation for evaluating skill in and experience with, 103 enabling teaching, 25 encouraging discussion and promoting active learning strategies, 29 organized and clear communication to students of expectations for learning and academic achievement, 29 persistently monitoring students' progress toward achieving learning goals, 29 skill, experience, and creativity with a range of appropriate, 28-30, 101-103 viewing the learning process as a joint venture with the students, 29 Peer reviews of teaching including in valid summative assessments of teaching, 4-5, 119-120 providing both objective and subjective assessment of a faculty member's commitment to quality teaching, 7, 125 Pew Charitable Trust, 48 Pew Forum on Undergraduate Education, 147150 Pew Forum on Undergraduate Learning, 77, 145 Portfolio Clearinghouse, The, 65 Portfolios. See Faculty teaching portfolios Predictions about undergraduate teaching, 25 changes in evaluation and documentation of teaching, 25 changing appearance of higher education facilities, 25 curriculum and program design becoming inseparable from teaching and learning, 25 diversity seen as asset-based, 25 focus of teaching shifting away from content transmission, 25 nature and quality of assessment, 25 a new scholarship of teaching, 25 pedagogies students experienced prior to college changing their expectations about good teaching, 25 teaching becoming more public than ever before, 25 technology enabling teaching, 25 I N D E X Preparation adequacy of, 87 of future teachers, 32 Preparing for Peer Evaluation, 95 Primary trait analysis in scoring outcome assessments, 74-75 Principles of good practice for assessing student learning, 33-35 educational values, 33 illuminating questions people really care about, 34 involving a larger set of conditions that promote change, 34-35 involving representatives from across the educational community, 34 meeting responsibilities to students and to the public, 35 ongoing, not episodic, 34 paying attention to outcomes and equally to the experiences leading to them, 33 programs with clear, explicitly stated purposes, 33 understanding learning as multidimensional, integrated, and revealed in performance over time, 33 Principles of learning, 20-22 effect of learners' motivation to learn and sense of self on what and how much is learned and how much effort is put into learning, 21-22 effect of the practices and activities engaged in while learning on what is learned, 22 enhancement of learning through socially supported interactions, 22 facilitation of learning through metacognitive strategies that identify, monitor, and regulate cognitive practices, 21 facilitation of learning with understanding when new and existing knowledge is structured around major concepts and principles of the discipline, 20 learners' different strategies, approaches, patterns of abilities, and learning styles coming from their heredity and prior experiences, 21 learners' use of what they already know to construct new understandings, 20 Professional interactions with students, 30-31, 104-106 advising students experiencing problems with course material, 31 contributing to the ongoing intellectual development of individual students, 31

Read the entire page →

From page 212...

... data sources and forms of evaluation for evaluating professionalism with students within and beyond the classroom, 106 demonstrating respect for students as individuals and respecting their privacy, 31 encouraging the free pursuit of learning and protecting students' academic freedom, 31 meeting all classes and labs, posting and keeping regular office hours, and holding exams as scheduled, 31 upholding and modeling for students the best in scholarly and ethical standards, 31 Professional organizations encouraging publication of peer-reviewed articles on evolving educational issues in STEM, 7,127 increasing support for effective teaching, 4649 offering opportunities to discuss undergraduate education issues during annual and regional meetings, 7,127 Program design becoming inseparable from teaching and learning, 25 Programs That Work, 47 Project Kaleidoscope, 56 Q Quality and performance of undergraduate research students, 67 Quality of teaching and effective learning ranking more highly in institutional priorities, 5,122 Questionnaires used to evaluate undergraduate student learning, 19, 145-184 Carnegie Mellon University Eberly Center for Teaching Excellence, 153-162 lhe College Student Report 2001, 147-150 Hampshire College, 178-184 Harvard University Derek Bok Center for Teaching and Learning, 163-165 Kansas State University IDEA Center, 166-177 Student Instructional Report II, 151-152 Questions for conducting peer evaluations of teaching, 19, 185-195 Suggested Form for Peer Review of Undergraduate Teaching Based on Dossier Materials, 186-187 I N D E X Syracuse University's Classroom Observation Worksheet, 188-192 University of Texas at Austin's Checklist of Teaching Skills, 193-195 Questions people really care about beginning with, 34 R Recommendations for evaluating teaching effectiveness, 4-8,115-127 accreditation agencies and boards should revise policies to emphasize quality undergraduate learning as a primary criterion for program accreditation, 7,127 campus-wide and disciplinary-focused centers for teaching and learning should be tasked with providing faculty with opportunities for ongoing professional development, 5-6, 122-123 for deans, department chairs, and peer evaluators, 6-7,124-126 department heads should provide personnel recommendations containing separate ratings on teaching, research, and service, 7,125 departments should contribute to campuswide awareness of the premium placed on improved teaching, 6-7,125 departments should periodically review a departmental mission statement that includes appropriate emphasis on teaching and student learning, 6,124 departments should provide funds to faculty to enhance teaching skills and knowledge, 7,125-126 departments should support faculty moving to greater emphasis on instruction or educational leadership, 7,126 effective peer reviews of teaching should provide both objective and subjective assessment of a faculty member's commitment to quality teaching, 7,125 faculty should be encouraged to develop curricula that transcend disciplinary boundaries through a combination of incentives, 6,124 faculty should be supported in their obligation to improve their teaching skills through

Read the entire page →

From page 213...

... . one or more senior university-level administrators should be assigned responsibility for encouraging faculty to adopt effective means to improve instruction, 6, 123 only deans and department chairs willing to emphasize student learning and to make allocations of departmental resources in support of teaching should be appointed, 6, 124 overall, 4-5, 118-121 peer reviews and teaching portfolios should be included in valid summative assessments of teaching, in addition to student evaluations, 4-5, 119-120 for presidents, overseeing boards, and academic officers, 5-6, 122-124 professional societies should encourage publication of peer-reviewed articles on I N D E X evolving educational issues in STEM, 7, 127 professional societies should offer opportunities to discuss undergraduate education issues during annual and regional meetings, 7, 127 quality teaching and effective learning should be ranked highly in institutional priorities, 5, 122 scholarly activities focusing on improving teaching and learning should be recognized and rewarded, 4, 118-119 teaching effectiveness should be judged by the quality and extent of student learning, 4, 118 Reflective critiques, 87 Reliability of undergraduate student evaluations, 55-56 Research.

Read the entire page →

From page 214...

... See also Evidence of student learning; Formative evaluation by undergraduate students for classroom observation, 63-64 direct questioning of, 78-79 engaging in original research, 38-39 engaging their interest in departmental curricular offerings, 111 identifying those not achieving to their fullest potential, 29 making clear how results of student evaluations will be used, 141 using course notes of, 80 using teams of, 79-80 Suggested Form for Peer Review of Undergraduate Teaching Based on Dossier Materials, 186-187 Summative evaluations, 1 Support for faculty wishing to explore the scholarship of teaching and learning, 1-2 Syracuse University, 95 Classroom Observation Worksheet, 188-192 T Teaching. See also Cultures of research and teaching; Evaluation of teaching in STEM disciplines becoming more public than ever before, 25 focus shifting away from content transmission, 25 Teaching assistants.

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From page 215...

... See Pedagogies and technologies U Undergraduate teaching and learning, 11-24. See also Effective undergraduate teaching impetus for and challenges to change, 12-15 I N D E X overview of research on effective assessment of student learning, 23-24 seven principles of learning, 20-22 statement of task and guiding principles, 15-18 Undergraduate teaching assistants evidence about student learning from, 3 University of California System Faculty Code of Conduct Manual, 31 University of Texas at Austin, 95 Checklist of Teaching Skills, 193-195 Preparing for Peer Evaluation, 95 University of Washington, 82, 92 U.S.

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Index Pages 203-216

Index
Pages 203-216