How Faculty Members Rank Attributes Related to their own Teaching and Why This Matters
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
All faculty are aware of the end of course evaluations provided by students in order to provide valuable feedback to faculty members on their teaching. But the assessment forms themselves make many assumptions about what excellent teaching is, how it is carried out, and what categories ought to be included in the evaluations. The feedback is certainly important, but we might also look to peer evaluations and self-assessments of teaching in order to consider what faculty themselves, with valuable experiences the world of higher education might find important in their own craft of teaching and learning.
Session Format
Presentation
Location
Room 2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Woodard, Randall; Crerand, Pat; and Murphy, Ryan, "How Faculty Members Rank Attributes Related to their own Teaching and Why This Matters" (2019). SoTL Commons Conference. 35.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/35
How Faculty Members Rank Attributes Related to their own Teaching and Why This Matters
Room 2
All faculty are aware of the end of course evaluations provided by students in order to provide valuable feedback to faculty members on their teaching. But the assessment forms themselves make many assumptions about what excellent teaching is, how it is carried out, and what categories ought to be included in the evaluations. The feedback is certainly important, but we might also look to peer evaluations and self-assessments of teaching in order to consider what faculty themselves, with valuable experiences the world of higher education might find important in their own craft of teaching and learning.
