June 15, 2019
June 15, 2019
June 19, 2019
Faculty Development Constituent Committee
This lessons learned paper describes the facilitation process for reviewing the institution’s student evaluation of teaching (SET) instrument and highlights the challenges that occurred during the process and role of the faculty developer. Because the value and use of SET results can be perceived by faculty with some skepticism, as evidenced by the literature and published editorials, and past faculty experiences with SET results can be fraught with negative emotions, the project required more than a convening of content experts. Thus, this paper also describes the strategies intentionally selected by the faculty developer to address issues that initially hindered the ad-hoc committee’s progress. Many of these research-based strategies come from the faculty developer’s skillset to create inclusive environments, foster collaboration, and design outcomes-based activities. Ultimately, a positive working environment and systematic process were designed and implemented that resulted in task completion. The evidence-based facilitation strategies described in this paper can be adapted to other revision processes in engineering education, such as the ABET assessment process, promotion and tenure guidelines, or an engineering curriculum redesign or design.
Chan Hilton, A. B. (2019, June), Board 82: Lessons Learned: Using a Faculty Developer’s Skillset to Facilitate a Challenging Revision Process – A Student Evaluation of Teaching Example Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32438
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