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Faculty And Student Perceptions Of The Effects Of Mid-Course Evaluations On Learning And Teaching, Whitney Ransom
Faculty And Student Perceptions Of The Effects Of Mid-Course Evaluations On Learning And Teaching, Whitney Ransom
Theses and Dissertations
The purpose of this study was to describe the effects of mid-course evaluations on teaching and student learning. A mixed methods approach was used, combining faculty and student surveys, faculty interviews, debriefing sessions, and a comparison of mid-course evaluations scores with end-of-semester scores. Out of 510 section mean scores (128 sections) from faculty members who participated in the study, 352 section mean scores (88 sections, 69%) showed students' perceptions of their own learning improved between the time they completed the mid-course evaluation and the time they completed the end-of-course student rating survey. Results showed when faculty administered a mid-course evaluation, …
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Theses and Dissertations
Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background …
The Scholarship Of Teaching: Contributing Factors To Improved Teaching Performance Among University Faculty Members, Whitney Ransom
The Scholarship Of Teaching: Contributing Factors To Improved Teaching Performance Among University Faculty Members, Whitney Ransom
Theses and Dissertations
This thesis brings a much-needed focus on the quality and scholarship of teaching as it pertains to educational and faculty development. The main purpose of this paper is to outline what more than 200 faculty members across a wide variety of disciplines have focused on over a three-year period to make significant (a 1.5 standard deviation increase or higher in online student ratings) and sustained improvements in their teaching. The top three factors of improvement include active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. The researcher also discusses how institutions and faculty communities of practice, research, and faculty personality contribute …