Teaching Effectiveness
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Teaching Effectiveness Past, Present, Future Tracy Chapman, M.Ed. Executive Director for eLearning and Technology School of Pharmacy and Health Professions tchapman[email protected]

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Teaching Effectiveness

Past, Present, Future


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Tracy Chapman, M.Ed.Executive Director for eLearning and TechnologySchool of Pharmacy and Health [email protected]

Ken Keefner, R.Ph., PhDAssociate ProfessorVice ChairDepartment of Pharmacy SciencesSchool of Pharmacy and Health [email protected]


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Today’s Session…

Overview of the challenges we faced and prompts to make changes

Process employed to affect change

Current status and future plans

Our context


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“ I never teach my pupils; I only attempt to provide the conditions in which they can learn.”

Albert Einstein


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Challenges and Prompts conditions in which they can learn.”

  • Course evaluations as sole data source for dossiers to document teaching

  • Faculty consistently received the poorest ratings (P&T)

  • No validity/reliability tied to tools used for course evaluations

  • No consistency in tools/questions used

  • Looking for a new tool for course evaluations

  • Very little formative assessment

  • Death by survey


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Office for Faculty Development & Assessment conditions in which they can learn.”

Administration

School Assessment Committee

PharmacyAss’t Cmte

PTAss’t Cmte

OTAss’t Cmte

OASA

Existing Structure

OLAT


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Transforming the Culture conditions in which they can learn.”

Change in Institutional Culture

Course Evaluation Teaching Effectiveness

Assessing Teaching Effectiveness

Build

Shared

Guide-lines

Build

Shared

Trust

Build

Shared

Motivation

Build

Shared

Language

Adapted from Angelo 1999


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Process conditions in which they can learn.”

  • Stakeholder involvement

  • External expertise

  • Collaboration & Communication

  • Tenacity

  • Someone ‘leading the charge’

  • Worked at multiple levels


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School Assessment Committee conditions in which they can learn.”

Pharmacy

OT

PT

Administration

Peer Groups

Process

School of Medicine

Office for Faculty Development & Assessment

InternalConsultants

ExternalConsultants

IDEA

SGID Facilitators

Peer Coaches


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“A change is something you do, and a fad is something people talk about.”

Peter DruckerManaging in the Next Society


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What did we end up with? people talk about.”

  • Process/Plan for using multiple data points

  • Multiple Tools for data collection

  • Agreement on data ownership

  • Beginning to think about student learning in a more robust way

  • Cross disciplinary examination/discussion on teaching effectiveness

  • Decreased ‘death by survey’


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Tools Developed/Adapted people talk about.”

Teaching Effectiveness Plan

Teaching Effectiveness Table – what to use when and for what purposes

Annual Course Report form

Small Group Instructional Diagnosis (SGID)

Peer Mentoring Policies/Procedures

Individual Development & Educational Assessment (IDEA)


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I people talk about.”ndividual Development

&

Educational Assessment

  • New tool – opportunity for change

  • Appropriate use of student ratings & student comments

  • Shared language


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Shared people talk about.”Language

  • Course evaluations → Student ratings of instruction

  • Teaching evaluation → Teaching effectiveness

  • Faculty focus → Student (learning) focused


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New Tool: An Opportunity for Change people talk about.”

  • Student Learning Focus

  • Diagnostic Component

  • Scores Adjusted for Extraneous Influences

    • What was instructor’s influence on learning?

  • Documented Validity and Reliability

  • National Comparative Data

  • Group Summary Reports

    • Program Review

    • Accreditation


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Appropriate Use of Student Ratings people talk about.”

& Student Comments

  • Student Ratings can have a positive impact if...

    • The instrument :

    • Is “learning focused” and provides a diagnostic

    • The emphasis for “summative” faculty evaluation is appropriate:

      • 30%-50% of the overall evaluation of teaching

      • Use additional sources of evidence

      • Results are not over-interpreted

        • 3-5 performance categories

        • Appropriate use of student comments

    • Results are representative of instruction:

      • 6 to 8 classes representing all or nearly all classes taught

      • More if classes are small


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Students people talk about.”AreNotQualifiedtoAssess

  • Faculty expertise

  • Appropriateness of goals, content, and organization of course

  • Materials used in delivery

  • How student work is evaluated, including grading practices


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Transforming the Culture people talk about.”

Change in Institutional Culture

Course Evaluation Teaching Effectiveness

Assessing Teaching Effectiveness

Build

Shared

Guide-lines

Build

Shared

Trust

Build

Shared

Motivation

Build

Shared

Language

Adapted from Angelo 1999


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References people talk about.”

Selected References:

Arreola R. Developing a Comprehensive Faculty Evaluation System. Bolton, MA; Anker Pub, 2000.

Hutchings P. Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. Menlo Park, CA; The Carnegie Foundation for the Advancement of Teaching, 2002.

McKeachie W. Teaching Tips. 11th Edition, Boston, MA; Houghton Mifflin Co, 2002.

Penny A, Coe R. Effectiveness of consultation on student ratings feedback: a meta-analysis. Review of Educational Research, 74(2): 215-253, 2004.

Seldin P. Changing Practices in Evaluating Teaching, Bolton, MA; Anker Pub, 1999.

Shulman L. Teaching as Community Property: Essays on Higher Education, San Francisco, CA, 2004.

Wergin J. Departments that Work: Building and Sustaining Cultures of Excellence in Academic Programs. Bolton, MA; Anker Pub, 2003.


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