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Exploring Faculty Beliefs About Teaching Evaluations: What is Missing from Current Measures?

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Research in Faculty Development

Tagged Topic

Faculty Development Constituency Committee

Page Count

14

Permanent URL

https://peer.asee.org/30489

Download Count

28

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Paper Authors

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Benjamin David Lutz Oregon State University Orcid 16x16 orcid.org/0000-0003-2637-0942

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Ben Lutz is a Postdoctoral Scholar in Engineering Education at Oregon State University. His research interests include innovative pedagogies in engineering design, conceptual change and development, school-to-work transitions for new engineers, and efforts for inclusion and diversity within engineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well as exploring students' conceptions of diversity and its importance within engineering fields.

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Allyson Jo Barlow Oregon State University

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Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.

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Shane A. Brown P.E. Oregon State University Orcid 16x16 orcid.org/0000-0003-3669-8407

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Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.

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Dominga Sanchez Oregon State University

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Abstract

In this research paper, Faculty evaluation of teaching is ubiquitous across engineering education, and the results of those evaluations play critical roles in institutional decision making. And while numerous studies have explored faculty perceptions of existing measures, relatively less work has asked faculty about what kinds of additional data or information might improve their teaching. To address this gap, we asked engineering 20 faculty members across eight engineering departments what they perceived to be missing from current evaluation practices and measurements. Inductive coding approaches revealed three major areas in which additional information would help improve their teaching. Faculty noted 1) the importance of soliciting additional student feedback beyond traditional student evaluations at the end of the semester; 2) the need for more data regarding student retention and transfer of concepts learning in class; and 3) the potential for soliciting additional peer feedback from colleagues and educational researchers. At the same time, some faculty were satisfied with current approaches to teaching evaluation and did not perceive anything to be missing. Findings point to the opportunity to collect more in-depth, qualitative feedback regarding faculty teaching effectiveness. In particular, expert consultation and creating more spaces to solicit written comments from students might help faculty obtain evaluation data that can both aid in both institutional and pedagogical decision making.

Lutz, B. D., & Barlow, A. J., & Brown, S. A., & Sanchez, D. (2018, June), Exploring Faculty Beliefs About Teaching Evaluations: What is Missing from Current Measures? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30489

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