Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Faculty Development Constituency Committee
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. 10.18260/1-2--30489
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