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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@creighton.edu

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slide1

Teaching Effectiveness

Past, Present, Future

slide2

Tracy Chapman, M.Ed.Executive Director for eLearning and TechnologySchool of Pharmacy and Health Professionstchapman@creighton.edu

Ken Keefner, R.Ph., PhDAssociate ProfessorVice ChairDepartment of Pharmacy SciencesSchool of Pharmacy and Health Professionskenkeefner@creighton.edu

slide3

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

slide5

Challenges and Prompts

  • 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
slide6

Office for Faculty Development & Assessment

Administration

School Assessment Committee

PharmacyAss’t Cmte

PTAss’t Cmte

OTAss’t Cmte

OASA

Existing Structure

OLAT

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Transforming the Culture

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

slide8

Process

  • Stakeholder involvement
  • External expertise
  • Collaboration & Communication
  • Tenacity
  • Someone ‘leading the charge’
  • Worked at multiple levels
slide9

School Assessment Committee

Pharmacy

OT

PT

Administration

Peer Groups

Process

School of Medicine

Office for Faculty Development & Assessment

InternalConsultants

ExternalConsultants

IDEA

SGID Facilitators

Peer Coaches

slide10
“A change is something you do, and a fad is something people talk about.”

Peter DruckerManaging in the Next Society

slide11

What did we end up with?

  • 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

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)

slide13

Individual Development

&

Educational Assessment

  • New tool – opportunity for change
  • Appropriate use of student ratings & student comments
  • Shared language
slide14

SharedLanguage

  • Course evaluations → Student ratings of instruction
  • Teaching evaluation → Teaching effectiveness
  • Faculty focus → Student (learning) focused
slide15

New Tool: An Opportunity for Change

  • 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
slide16

Appropriate Use of Student Ratings

& 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
slide17

StudentsAreNotQualifiedtoAssess

  • Faculty expertise
  • Appropriateness of goals, content, and organization of course
  • Materials used in delivery
  • How student work is evaluated, including grading practices
slide18

Transforming the Culture

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

slide19

References

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.