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Full-Text Articles in Education
Development Of A Faculty Appreciation Of Pedagogy Scale, Carol A. Hurney, Jordan D. Troisi, Lori H. Leaman
Development Of A Faculty Appreciation Of Pedagogy Scale, Carol A. Hurney, Jordan D. Troisi, Lori H. Leaman
To Improve the Academy: A Journal of Educational Development
Evidencing the value of programs and services challenges educational developers to measure a range of outcomes. While direct measures of faculty use of effective teaching behaviors and student learning are desirable, these methods are time consuming and resource intensive. We provide a scale that is easy to deploy and can be adapted to different programs. Our psychometrically sound scale measures one facet of faculty learning about teaching—appreciation of pedagogy. The scale measures awareness, knowledge integration, emotions, beliefs, and self-reported behaviors related to the appreciation of pedagogy. We also examine scale correlates, including teaching identity, confidence, and control.
Students Helping Students Provide Valuable Feedback On Course Evaluations, Adriana Signorini, Mariana Abuan, Gautam Panakkal, Sandy Dorantes
Students Helping Students Provide Valuable Feedback On Course Evaluations, Adriana Signorini, Mariana Abuan, Gautam Panakkal, Sandy Dorantes
To Improve the Academy: A Journal of Educational Development
The purpose of the student evaluations of teaching (SET) are to help instructors enhance the teaching and learning experience in their courses; however, student feedback can often be more unconstructive than useful because students are usually requested to evaluate instruction with little or no formal training. As a result, SET become missed opportunities for students to effectively communicate their learning needs and for instructors to collect actionable information about how the course is perceived. This project aims to improve the quality of student responses to the open-ended questions that instructors receive by partnering with undergraduates in demonstrating to their peers …
Assessment Literacy In College Teaching: Empirical Evidence On The Role And Effectiveness Of A Faculty Training Course, Kyle D. Massey, Christopher Deluca, Danielle Lapointe-Mcewan
Assessment Literacy In College Teaching: Empirical Evidence On The Role And Effectiveness Of A Faculty Training Course, Kyle D. Massey, Christopher Deluca, Danielle Lapointe-Mcewan
To Improve the Academy: A Journal of Educational Development
This research explores how faculty members’ conceptions of assessment and confidence in assessment change as a result of an instructor training course. Based on a sample of 27 faculty members enrolled in a semester-long instructional development course, this survey-based study provides initial evidence that faculty members can develop confidence in assessment while adopting increasingly complex conceptions of assessment. Based on this study’s findings, we argue that instructional development programs for college faculty have a critical role to play in stimulating faculty learning about assessment of student learning and are an important component in promoting a positive assessment culture.
Cultivating And Sustaining A Faculty Culture Of Data-Driven Teaching And Learning: A Systems Approach, Marsha Lovett, Chad Hershock
Cultivating And Sustaining A Faculty Culture Of Data-Driven Teaching And Learning: A Systems Approach, Marsha Lovett, Chad Hershock
To Improve the Academy: A Journal of Educational Development
A prominent goal of colleges and universities today is to enact data-driven teaching and learning. Faculty clearly play a key role, and yet they tend to have limited time, a lack of training in assessment or education research, and few incentives for engaging in this work. We describe a framework designed to address the practical and cultural aspects of these challenges via a cycle of educational development and support: motivate, educate, facilitate, disseminate. We illustrate this systems approach with concrete examples and conclude with lessons learned from our experiences that should translate to a variety of institutional contexts.
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba
Teac 413m: Teaching Multilingual Learners In Content Areas – A Peer Review Of Teaching Benchmark Portfolio, Lydiah Kananu Kiramba
UNL Faculty Course Portfolios
The purpose of this benchmark portfolio was to trace the process of designing, teaching and assessing TEAC 413M: Teaching Multilingual Learners in Content Areas, a required course for the B.Ed secondary education major. My objectives for this portfolio are to: a) document the impacts of different instructional strategies employed in TEAC 413M, and to b) reflect on the course success and shortcomings and develop pathways for the future course design and development. A secondary goal was to examine translation of course content into students’ own teaching and planning for their students through a variety of activities and assessments throughout the …