June 18, 2006
June 18, 2006
June 21, 2006
11.1169.1 - 11.1169.9
Students’ Attitudes towards Construction Management Teaching and Professors
Gouranga C. Banik, Ph.D., P.E. Associate Professor School of Architecture, Civil Engineering Technology & Construction Southern Polytechnic State University Marietta, GA 30060
Student evaluation of faculty has perhaps the most important prevalent mechanism to examine the quality of teaching and effectiveness of professors. A research study was conducted in SPSU Construction Department to examine the teaching effectiveness. The spatial transferability of the faculty evaluation mechanisms, without regard to spatial socio-cultural differences, is discussed in this study based on the collected data and following a thorough literature review. It was found that the ratings of a large percentage of construction students were positively influenced when their exam grades were inflated; the entire course material was not covered during the semester; a project was not assigned to the course; and students were allowed to arrive late as well as absent from class from time to time. On the other hand, it was found that the evaluation of a large majority of students was influenced positively when lecture materials are tied to real-life problems; lectures were delivered in a clear and understandable manner; the faculty was fair in grading, punctual and efficient in the use of class times.
Key Words: Teaching Effectiveness, Students, Professors, Construction
Finding an appropriate mechanism to evaluate teaching and its effectiveness has always been, and continues to remain, a difficult task. In a national study that tracked the use of student evaluations of faculty in 600 colleges between 1973 and 1993, the use of student evaluation increased from 20% to 86% (Seldin, P. 1993). Student evaluation of faculty has become the most prevalent mechanism to examine the quality and effectiveness of teaching (Lindenlaub, J and Oreovics, F., 1982; Haskell, R. 1988).
The philosophy behind the student evaluation of faculty is based on the following assumptions (OIT, 1999)
• Students have the responsibility of maintaining maturity and objectivity • Faculty have the responsibility of seriously considering student input and implementing change as appropriate
Banik, G. (2006, June), Students' Attitudes Towards Construction Management Teaching And Professors Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--580
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