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1.
近年来,在学生规模扩大、教育问责强化、财政资助缩减等压力之下,加拿大安大略省将引入教学轨教职作为提高教育质量的重要改革举措。与传统的终身轨教师相比,教学轨教师主要从事教学和学习活动,与兼职或临时讲师相比,教学轨教师对教学和学生的投入更多,与学校的聘任关系更加稳定。作为与终身轨教职平行的职业发展轨道,教学轨教职的评价标准主要侧重考察教师在教学技能、教学计划与课程发展、教学领导与成就等领域的贡献。教学轨教职的引入对大学而言是一次机会,可以重新审视教学与研究之间的关系,探索教学使命和研究使命如何相互促进。在当前的教师岗位分类改革中,我国高校可从教学模式和课程体系、聘任与晋升评价体系、晋升与岗位转换通道、教学荣誉体系等方面提高教学为主型教职的认可度,促进教学为主型教师队伍的职业发展。 相似文献
2.
Action learning has emerged as one of the most effective and powerful teaching and learning approaches used in graduate studies in human resource development at George Washington University (GWU). In this article, both faculty and student perspectives are presented to describe action learning teaching, research, and organizational interventions. First-hand experiences of doctoral students with action learning sets are presented in their own words. Students benefit from action learning experiences by building strong networks of personal and professional support. Improved group processes and greater interaction between executive level students and faculty have resulted in a strong doctoral cohort experience for Executive Leadership Program students at GWU. The initial energy to generate action learning programs in students' organizations requires active faculty involvement and follow-up to ensure that organizations accept and benefit from action learning programs. HRD (human resource development) faculty can profit from additional orientation and understanding of action learning to incorporate this methodology into their courses and problem-solving activities. 相似文献
3.
James S. Pounder Elizabeth Ho Hung-lam Julie May Groves 《Assessment & Evaluation in Higher Education》2016,41(8):1193-1205
There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education. 相似文献
4.
The place of colleague evaluation in the appraisal of college teaching: A review of the literature 总被引：2，自引：0，他引：2
Enrique E. Batista 《Research in higher education》1976,4(3):257-271
The present review considers the nature of the problem of evaluating college teaching as well as the means by which this evaluation has been attempted. This review shows that there is little agreement as to what the criteria for evaluating college teaching should be. It is stated that student and administrator evaluation of faculty are, by themselves or combined, limited in scope. A list of 10 activities and faculty behaviors that can be more reliably and validly evaluated by fellow colleagues than by anyone else is presented, as well as 22 different criteria or approaches that could be used for this evaluation. Recommendations for upgrading colleague evaluation of teaching are made in the hope that the present state of affairs can begin to reach high levels of adequacy and objectivity.This research was supported by the Measurement and Research Division of the Office of Instructional Resources, University of Illinois at Urbana-Champaign. 相似文献
5.
教师和学生对“学生评教”的看法调查 总被引：3，自引：0，他引：3
本研究调查了52位外语系教师和116名公共外语研究生对于“学生评教”的看法。结果显示,大部分师生赞成“学生评教”。他们认为这种做法在一定程度上可以提高教学质量。他们对其他问题的回答也给我们提供了有益的信息,有助于进一步完善评估体系。 相似文献
6.
Ina Louw 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):320-335
ABSTRACTTutorials/discussion classes1 are seen as an essential part of the teaching mix in the natural sciences, because that is where problems can be solved and course content is applied. Learning support provided by teaching assistants may free up the lecturer to do research, but are these assistants sufficiently well trained and well informed? Do tutorials offer learning spaces or merely activities to engage the willing student? In this paper I report on a study conducted in a science faculty of a research intensive university in South Africa. I collected data using interviews and questionnaires which gave insight into the many variants of tutor/teaching assistant2 support that exist in the faculty. Practices that seem to lead to better student learning were also foregrounded. It became evident that lecturers need to plan their tutorials as an integral part of the learning space and not as an add-on activity. 相似文献
7.
Robert W. Elliott Diane E. Oliver 《Community College Journal of Research & Practice》2016,40(2):85-99
Using a mixed methods, multilevel research design, this pilot inquiry explored the relationship between college faculty professional development and the academic achievement of diverse students by coupling two separate links: (a) the effects that professional development activities have on improving teaching strategies, and (b) the effects these teaching strategies have on student learning. Data were collected from administrators, faculty, and students to discover what teaching strategies are being used and, in their view, how these strategies affect learning outcomes. Data sources included a survey, documents, interviews, and observations. The case study institution is a New Mexico community college, and the research focuses on two academic programs with 145 students enrolled. Data analyses revealed three main themes: (a) faculty development and its link to teacher effectiveness and student learning outcomes are embedded in the mission, goals, and policies of the institution; (b) faculty development is considered vital, funding is always available, and faculty participate in on- and off-campus development activities to enhance their teaching effectiveness and student learning outcomes; and (c) the institution focused on collecting and analyzing student learning outcomes data, but no data-driven means for assessing the effectiveness of faculty development activities existed. 相似文献
8.
Karin J. Spencer Liora Pedhazur Schmelkin 《Assessment & Evaluation in Higher Education》2002,27(5):397-409
The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views. 相似文献
9.
Dawn E. Lyken-Segosebe John M. Braxton Mary K. Hutchens Eugenia Harris 《Innovative Higher Education》2018,43(4):289-302
Codes of conduct for undergraduate teaching stipulate quality professional standards for teaching. Besides contributing to the safeguarding of student welfare, such codes are critical given the autonomy the professoriate has in the performance of its teaching role, the need for professional self-regulation, and research evidence linking positive teacher behaviors to student success. This study investigated the incidence of publicly-posted codes of conduct for undergraduate teaching in four types of institutions. It is the first stage of a research program that will assess the extent of faculty adherence to codes of conduct and arrangements for reporting and instituting sanctions for violations of such codes. 相似文献
10.
The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this
study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on
undergraduate student participation in research and creative activities. The results of the study indicated that faculty research
orientation and external funding were indeed positively related to student participation in research activities. However,
faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations
had different impacts on a range of research and creative activities by undergraduate students. The findings from this study
provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic
policies related to faculty and undergraduate education.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement,
and higher education policy.
Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education.
She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research
activities and minority student issues.
Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education
from Ohio State University. Her research interests include the college student experience and its impact on student development
and learning. 相似文献
11.
L. Mark Neuberger 《College Teaching》2013,61(2):48-51
We examine the validity of peer observation of classroom instruction for purposes of faculty evaluation. Using both a multi-section course sample and a sample of different courses across a university's School of Business and Economics we find that the results of annual classroom observations of faculty teaching are significantly and positively correlated with student learning outcome assessment measures. This finding supports the validity of classroom observation as an assessment of teaching effectiveness. The research also indicates that student ratings of teaching effectiveness (SETEs) were less effective at measuring student learning than annual classroom observations by peers. 相似文献
12.
High-impact practices foster student success, but faculty faced with heavy teaching loads and lack of resources and infrastructure are challenged to implement such practices. Kinesiology faculty at California State University, East Bay collaborated to implement two student programs: Kinesiology Research Group and Get Fit! Stay Fit! The Kinesiology Research Group, a faculty–student research group, and Get Fit! Stay Fit!, a service learning experience, partnered to consolidate human and structural resources. Student–faculty mentoring circles were used to support this innovative partnership. Here, we report student perceptions of the value of these programs to their academic and professional development. 相似文献
13.
Michael R. Cavanaugh Rebecca Pfeffer Janice Ahmad 《Journal of Criminal Justice Education》2016,27(3):324-339
High-impact educational practices are increasingly being recognized as powerful teaching strategies that can positively impact both student and faculty experiences in the classroom. Student persistence in college is correlated to campus integration, and one way this can be successfully facilitated is through student–faculty research partnerships. This paper documents the process of one faculty research team integrating four undergraduate students into an ongoing research project, for which students received course credit. There were many benefits of this collaboration to both student and faculty participants, but there were also many opportunities to better streamline the project and to potentially create an institutional template for replication of this process so that other faculty members can learn from this experience and more easily successfully integrate students into their own research. 相似文献
14.
Bradford L. Yates Jennifer Wood Adams Brigitta R. Brunner 《Learning, Media and Technology》2009,34(4):307-321
Nearly 700 US journalism and mass communication faculty (all teaching personnel) reported their perceptions of student email use via a web‐based survey. This nationwide study focused on the content of email sent by faculty to students, email’s effectiveness, and email’s effect on student learning. Comparisons were made based on faculty gender, rank, age, and ethnicity. Findings suggest that despite statistical differences, when gender, rank, age, or ethnicity are considered, faculty are not in the habit of sending course materials like syllabi, project instructions, and lecture notes to students personally via email. Moreover, faculty tend to find favor with email communication and its effectiveness as a tool of teaching. The results of this survey coupled with previous research by the authors and other scholars suggest faculty ought to embrace the technology and develop positive ways to incorporate email, as well as other technology, into the educational process. 相似文献
15.
The interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analysis revealed a dynamic framework with three interacting phases: 1) teaching is enhanced by research 2) learning research skills and competencies; and 3) student engagement with research practice. These themes contribute to the development of the student as a researcher and the implicit vision of the research-intensive university as a ‘community of scholars’ where teaching enhances research and research enhances teaching. The perceived benefits of teaching on research provides a new insight into the research and teaching nexus from which the opportunity exists to foster these approaches and develop institutional policy to grow and sustain the research-teaching interactions. 相似文献
16.
17.
How Do Faculty Make Formative Use of Student Evaluation Feedback?: A Multiple Case Study 总被引：1，自引：0，他引：1
This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience. 相似文献
18.
19.
Kelly Monaghan Rosalie L. Koenig Juan C. Rodriguez 《Environmental Education Research》2017,23(6):749-772
Teaching farms have recently gained popularity, but they are often expensive venues per student credit hour. It is therefore important they are used effectively. This research explored why faculty members use teaching farms, their goals and objectives with regard to the farm, and how they integrate teaching farms into curriculum. Twenty interviews were completed with faculty representing 15 institutions. A combined inductive and deductive approach was used to analyze data. The result was a typology of the roles of teaching farms in achieving educational goals and objectives. Four types of roles emerged: enhancement, competency, exploration, and foundation. Three of the four types reflect one of three models of higher education prevalent in the US. Our research suggests a better understanding of educational theory and pedagogy, combined with a firm appreciation of the different models of higher education could significantly enhance the quality of the learning experience provided on teaching farms. 相似文献
20.
Harry G. Murray 《International Journal for Academic Development》2013,18(1):8-23
Abstract Given the widespread use of student evaluation of teaching in North American colleges and universities, it is reasonable to ask whether student evaluation has accomplished one of its major intended outcomes, namely improvement of instructional quality. A review of research evidence from three independent sources (faculty surveys, field experiments and longitudinal comparisons) suggests that student evaluation does in fact contribute significantly to improvement of certain aspects of university teaching, particularly if evaluation is supplemented by expert consultation. Furthermore, there is no clear evidence that student evaluation has led to undesirable instructional side‐effects, such as grade inflation and entrenchment of traditional teaching methods. 相似文献