Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics (2003) / Chapter Skim
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1 Recent Perspectives on Undergraduate Teaching and Learning
1 Recent Perspectives on Undergraduate Teaching and Learning
Pages 9-24
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PADT What Is Known: Principles, Research Findings, and BmpIementation Issues
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Recent Perspectives on Undergraduate Teaching and Learning This report addresses a crucial challenge to changing and improving undergraduate education in the United States: howtoevaluatetheeffectiveness of undergraduate teaching in science, technology, engineering, anti mathematics (SrEMi ~ in ways that will enable faculty to enhance student learning, continually improve teaching in these fields, and allow faculty to develop professionally in the practice and scholarship of teaching and learning. Although many view higher education in the United States as among the best such systems in the world, there have been numerous calls for reform, iThis abbreviation for science, technology, engineering, and mathematics education, taken from the official designation of the National Science Foundation for education in the disciplines, is used as shorthand throughout the report.
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They expect those they hire to apply that knowle(lge in new anti unusual contexts, as well as to communicate effectively, work collaboratively, understan(1 the perspectives of colleagues from (lifferent cultures, anti continually up(late anti expan(1 their knowledge anti skills (Capelli, 1997; Greenspan, 2000; Rust, 19981. Calls for Change from Within AcacIeme While public pressure for reforming undergraduate teaching and learning and holding educators accountable for such improvements is real anti growing, recent surveys also suggest that increasing numbers of faculty are a(lvocating strongly for quality teaching anti are paying close attention to how effective teaching is recognized, evaluate(l, anti rewar(le(1 within (1epartments EVALUATING AND IMPROVING UNDERGRADUATE TEACHING
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Rice et al. offer ten "Principles of Good Practice: Supporting EarlyCareer Faculty," accompanied by an action inventory to prompt department chairs, senior colleagues, and other academic leaders to examine their individual and institutional practices.
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A considerable body of research now exists on how students learn (summarized in How People Learn: Brain, Mind, Experience, and School, NRC, 2000c) ; on the assessment of teaching anti learning (e.g., EVALUATING AND IMPROVING UNDERGRADUATE TEACHING
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Extending the assessment of learning outcomes beyond individual courses to an entire departmental curriculum requires that faculty collectively reach consensus about what students should learn and in which courses that knowledge and those skills should be developed. STATEMENT OF TASK AND GUIDING PRINCIPLES The committee conducted its work according to the following statement of task from the NRC: RECENT PERSPECTIVES The goal of this project is to develop resources to help postseconclary science, technology, engineering, and mathematics (STEM)
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To the contrary, there is mounting evidence that colleges and universities of all types are embracing the challenge of improving undergraduate teaching and resolving these issues in innovative ways (Suskie, 20001. The committee was convinced by its examination of a wi(le range of literature that welldesigned and implemented systems for evaluating teaching anti learning can and do improve undergraduate education.
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Producing such materials demonstrates the accomplishments of faculty in fostering student learning, in developing themselves as scholars, and in contributing to their fields. (5J Embracing and institutionalizing effective evaluation practices can advance the recognition and rewarding of teaching scholarship and communities of teaching and learning By adopting policies and practices that inform and support the effective use of formative evaluation, departments, institutions, and professional societies can develop effective criteria for evaluating summatively the teaching effectiveness anti e(lucational scholarship of faculty.
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Chapter 2 reviews characteristics of effective undergraduate teaching and summarizes challenges that faculty may encounter in trying to become more effective teachers. By comparing the "cultures" of teaching anti (lisciplinary research, Chapter 3 examines barriers associate(1 with making un(lergraduate teaching and learning a more central focus through effective systems for teaching evaluation.
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Similarly, as peer review of teaching gains greater prominence in the instruments for both formative and summative evaluations of teaching, faculty and administrators wail require assistance on ways to undertake this process fairly and equitably. ApRECENT PERSPECTIVES Index C includes examples of peer evaluation forms that are consistent with the findings and recommendations of this report.
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