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Articles 91 - 94 of 94
Full-Text Articles in Education
Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson
Measuring Student Learning To Document Faculty Teaching Effectiveness, Linda B. Nilson
To Improve the Academy: A Journal of Educational Development
Recent research has questioned the validity of student ratings as proxy measures for how much students learn, and this learning is a commonly accepted meaning of faculty teaching effectiveness. Student ratings capture student satisfaction more than anything else. Moreover, the overriding assessment criterion in accreditation and accountability-that applied to programs, schools, and institutions-is student learning, so it only makes sense to evaluate faculty by the same standard. This chapter explains and evaluates course-level measures of student learning based on data that are easy for facuity to collect and administrators to use.
Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin
Keeping The Fire Burning: Strategies To Support Senior Faculty, Michael J. Zeig, Roger G. Baldwin
To Improve the Academy: A Journal of Educational Development
Recent reports indicate that at some colleges and universities, as many as one in three professors are age sixty or older. This increase in senior faculty raises the question of what institutions do to support this large and important cohort. Historically, faculty development programs have focused on early-career faculty, with less attention paid to more seasoned professors. Based on a national web-based investigation, this chapter reviews the strategies some institutions have implemented to support senior faculty. It also provides recommendations for how senior faculty and their administrator colleagues can provide new meaning and purpose to this phase of academic life.
Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu
Student Consultants Of Color And Faculty Members Working Together Toward Culturally Sustaining Pedagogy, Alison Cook-Sather, Praise Agu
To Improve the Academy: A Journal of Educational Development
Through positioning undergraduate students as pedagogical consultants to college faculty, Students as Learners and Teachers is a program that provides reconceptualized "counterspaces" for students and facuity members with whom they work. In our study of the experiences of consultants of color, we found that those students and their faculty partners used program counterspaces to explore links between their lived identities and pedagogical commitments and to share authority and responsibility in developing culturally sustaining pedagogy. In this chapter we report on participants’ experiences in these collaborations and how they legitimate the knowledge of students of color in faculty learning.
Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little
Tomorrow's Professor Today: Tracking Perceptions Of Preparation For Future Faculty Competencies, Michael S. Palmer, Deandra Little
To Improve the Academy: A Journal of Educational Development
The University of Virginia’s Tomorrow’s Professor Today (TPT) pro gram is a broadly conceived graduate student professional development program designed to facilitate the transition from student to academic professional. Begun in 2005 in response to the recommendations of a number of national reform initiatives, TPT focuses on improving pre paredness in three key areas: teaching, research, and service. We describe the key elements of the program and ongoing assessment efforts. Pre- and postprogram participant surveys from the first eight years show that TPT is improving perceptions of preparedness in twenty-one competencies tracked; follow-up studies support long-term impact.