Proposal Title

Differences between Limited-term Lecturers and Full-time Faculty on Student Evaluations of University Teaching: A Comparison Study

Proposal Abstract

This study compared student evaluations of teaching (SET) for Limited-term Lecturers (LTLs) (or adjunct professors) and Full-Time Faculty (FTF) at a university in the Midwest United States using Liker-scaled survey. Data from 1,410 participants were analyzed using a general linear regression model to examine the influence of 13 multi-dimensional evaluation items on the overall rating item. The magnitude of influence is determined by the value of the coefficient. The larger the value of the coefficient, the more influence. Results showed that students provided higher ratings for LTLs than FTF. Students value different items on their overall evaluation of LTLs and FTF. Certain survey items (i.e., planning efforts and enthusiasm) influence more on the rating of the overall item of LTLs, whereas other items (i.e., assessment strategies and instructor’s availability) influence more on the overall rating of FTF. For both instructors, students valued clarity in instructors’ presentation of materials, positive learning environment, acquisition of new knowledge, the effective use of class time, and stimulating course materials. The study concluded that students evaluate LTLs and FTF differently.

The audience will (1) recognize three aspects of teaching that students value, (2) identify two unique aspects of LTLs’ and FTFs’ teaching, and (3) state two important reasons for the involvement of all instructors in recognition and response to students’ demands.

Location

Room 115

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 11:00 AM Mar 26th, 11:45 AM

Differences between Limited-term Lecturers and Full-time Faculty on Student Evaluations of University Teaching: A Comparison Study

Room 115

This study compared student evaluations of teaching (SET) for Limited-term Lecturers (LTLs) (or adjunct professors) and Full-Time Faculty (FTF) at a university in the Midwest United States using Liker-scaled survey. Data from 1,410 participants were analyzed using a general linear regression model to examine the influence of 13 multi-dimensional evaluation items on the overall rating item. The magnitude of influence is determined by the value of the coefficient. The larger the value of the coefficient, the more influence. Results showed that students provided higher ratings for LTLs than FTF. Students value different items on their overall evaluation of LTLs and FTF. Certain survey items (i.e., planning efforts and enthusiasm) influence more on the rating of the overall item of LTLs, whereas other items (i.e., assessment strategies and instructor’s availability) influence more on the overall rating of FTF. For both instructors, students valued clarity in instructors’ presentation of materials, positive learning environment, acquisition of new knowledge, the effective use of class time, and stimulating course materials. The study concluded that students evaluate LTLs and FTF differently.

The audience will (1) recognize three aspects of teaching that students value, (2) identify two unique aspects of LTLs’ and FTFs’ teaching, and (3) state two important reasons for the involvement of all instructors in recognition and response to students’ demands.