June 16, 2002
June 16, 2002
June 19, 2002
7.460.1 - 7.460.5
Main Menu Session 1375
Effective Teaching Training for New Faculty through Analysis of a Student Evaluation Form
Dr. Ronald H. Rockland New Jersey Institute of Technology
Last year, New Jersey Institute of Technology (NJIT) instituted a one-day workshop for its new faculty. The workshop tried to acquaint the new faculty with many different areas of the university, and part of the workshop dealt with teaching effectiveness and methodology. To provide a framework to understand the necessary steps in effective teaching, a presentation was developed relating the necessary skills to the current evaluation form used at NJIT for faculty.
This paper will describe this presentation, and how numerous action items were developed from the faculty evaluation sheets that are used by our students each semester. There are seven areas that are covered in these evaluation sheets, including how to more effectively communicate with students, how to stimulate interest in course content, and how to effectively demonstrate knowledge of course material. Details on how to achieve excellence in these areas are presented.
Writing papers, performing research, grant writing and teaching are all aspects of an academic life, and something that can be stressful to a new faculty member. A challenge to any university is how to start a new faculty member on the road to effective teaching, especially if there has been little or no teaching background prior to their first appointment.
This past year, NJIT decided to hold a one-day workshop for its new faculty, prior to the start of the semester. While the main concept of this workshop was to familiarize the new faculty with the different areas of the university, part of this workshop dealt with teaching effectiveness. In developing this presentation on teaching effectiveness, the question was what areas to cover that would be reinforced during the semester.
Each semester, an evaluation form is used by the students to assess the teaching effectiveness of the entire faculty. There are seven main areas that are evaluated, and the author felt that these areas could be used as a framework to communicate teaching effectiveness skills.
Instructor’s Ability to Communicate
When we hear the terms instructor, lecturer, or even professor, we conjure up a one-way communication mode. However, effective communication should be bi-directional, where the students are as involved as the instructor. Active learning and cooperative learning are two methods that can be extremely effective in enhancing two-way communication1, 2. While these
“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education ”
Rockland, R. (2002, June), Effective Teaching Training For New Faculty Through Analysis Of A Student Evaluation Form Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/11277
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