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Executive Summary
Pages 1-8

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From page 1...
... committee charged with synthesizing relevant research in pedagogy and practice as a basis for developing resources to help postsecondary SfEM faculty and administrators evaluate and reward effective teaching. The study committee was a subcommittee of the NRC's Committee on Undergraduate Science Education.
From page 2...
... Simultaneously addressing these challenges requires knowle(lge of anti enthusiasm for the subject matter, familiarity with a range of appropriate pe(lagogies, skill in using appropriate tests, ease in professional interactions with students within anti beyond the classroom; anti active scholarly assessment to enhance teaching anti learning. Yet the committee found that most faculty who teach un(lergra(luates in the SEEM (lisciplines have receive(1 little formal training in teaching techniques, in assessing student learning, or in evaluating teaching effectiveness.
From page 3...
... And because considerable variation exists across institutions and disciplines, there is no single formula or pathway to effective evaluation of teaching. The research literature suggests that some combination of the following kinds offormative and summative evidence about student learning can be helpful in evaluating and improving a faculty member's teaching: Departmental and other colleagues can provide informed input about teaching effectiveness through direct observation, analysis of course content and materials, or information about the instructor's effectiveness in service and interdisciplinary courses.
From page 4...
... For example, research suggests that grade distributions are not as useful an indicator of teaching effectiveness as other types of indicators and should be used cautiously, if at all. A central idea behind formative evaluation of teaching and learning is a two-way feedback system known as "outcomes assessment." Faculty need to set clear goals for their students and ascertain whether students are meeting those goals throughout the course.
From page 5...
... All faculty and departmental evaluations and accreditation reviews should include rigorous assessment of teaching effectiveness. University leaders should clearly assert high expectations for quality teaching to newly hired and current faculty.
From page 6...
... (2.7) Graduate school deans should require that (lepartments that employ graduate students in fulfilling their teaching mission shoul(1 show evidence that their faculties are effectively mentoring graduate teaching assistants anti advising them about their (1uties to undergraduate students.
From page 7...
... Generally, this should include evaluation of a faculty member's knowledge and enthusiasm for the subject matter; familiarity with a range of appropriate pe(lagogical methods; skills in using appropriate tests anti laboratory experiences; quality of advising and other professional interactions with students within and beyond the classroom; and active scholarly commitment to enhancing top-quality teaching and learning.
From page 8...
... (4.2) Funding agencies and research sponsors should undertake a 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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