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1.
Abstract

This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.  相似文献   

2.

Although part-time (p/t) faculties constitute a growing proportion of college instructors, there is little work on their level of teaching effectiveness relative to full-time (f/t) faculty. Previous work on a key indicator of perceived teaching effectiveness, student evaluation of teaching (SET), and faculty status (p/t/ vs f/t) is marked by a series of shortcomings including lack of a systematic theoretical framework and lack of multivariate statistical analysis techniques to check for possible spuriousness. The present study corrects for these shortcomings. Data consist of SETs from 175 sections of criminal justice classes taught at a Midwestern urban university. Controls are introduced for variables drawn from the literature and include ascribed characteristics of the professor, grade distribution, and structural features of the course (e.g., level, size). The results of a multivariate regression analysis indicate that even after controlling for the other predictors of SETs, p/t faculty receive significantly higher student evaluation scores than f/t faculty. Further, faculty status was the most important predictor of SETs. The results present the first systematic evidence on faculty status and SETs.  相似文献   

3.
Abstract

This research was based on the theoretical belief that student evaluations of faculty teaching are related to the person-environment congruence between students’ locus of reinforcement and the degree of control exercised by faculty instructional styles. Fifty-seven college students were classified as internally or externally reinforced based on Rotter’s locus of reinforcement theory. Students evaluated high and low faculty control instructional styles by rating daily seven classroom evaluative questions on a five-point differential scale. It was hypothesized that the evaluation of instruction by students experiencing congruent control styles (internal students/low control and external students/high control) would be more positive than incongruent combinations (external students low control and internal students/high control). ANOVA results yielded a significant 937’value p <.01) for interaction effects which supported the research hypothesis. Implications for student evaluation of faculty teaching are discussed.  相似文献   

4.
ABSTRACT

Over the years, there has been an increased call for accountability by legislators, policy makers, and the public for educators at all levels (Arreola, 2007; Fincher, 1983). College and university professors have not traditionally been subjected to much oversight or evaluation, especially after they receive tenure. Nevertheless, there are many models for tenure and posttenure evaluation (Arreola; Buller, 2012; Licata, 1986; Licata & Morreale, 1999). Each model emphasizes a variety of purposes such as encouraging faculty’s development as educators, as scholars, and as members of college communities. Other reasons include making recommendations for retention and/or tenure, evaluating teaching effectiveness, and evaluating overall performance. Provided here is an analysis of administrators’ and faculty members’ differing perceptions of faculty evaluations as well as suggestions for improving faculty performance reviews and implications for further study of faculty evaluation.  相似文献   

5.
Abstract

The validity of student evaluation of teaching (SET) scores depends on minimum effect of extraneous response processes or biases. A bias may increase or decrease scores and change the relationship with other variables. In contrast, SET literature defines bias as an irrelevant variable correlated with SET scores, and among many, a relevant biasing factor in literature is the instructor’s gender. The study examines the extent to which acquiescence, the tendency to endorse the highest response option across items and bias in the first sense affects students’ responses to a SET rating scale. The study also explores how acquiescence affects the difference in teaching quality (TQ) by instructor’s gender, a bias in the latter sense. SET data collected at a faculty of education in Ontario, Canada were analysed using the Rasch rating scale model. Findings provide empirical support for acquiescence affecting students’ responses. Latent regression analyses show how acquiescence reduces the difference in TQ by instructor’s gender. Findings encourage greater attention to the response process quality as a way to better defend the utility of SET and prevent potentially misleading conclusions from the analysis of SET data.  相似文献   

6.
This study examines a college-teaching award that uses a scholarship of teaching model focusing on learning outcomes. Through questionnaires the researcher examined two groups’ perceptions: award recipients and academic leaders. Respondents described the award and indicated the perceived effect on faculty and programs. Both groups highlighted faculty incentive to innovate for promoting student learning, a strong impact on performance evaluation, and recognition of exceptional teaching. Respondents recommended better communicating the award’s rigor and learning focus to increase its impact. Recipients reported the award’s influence on continued innovation, engagement in teaching scholarship, and leadership opportunities. Over half have presented their work in peer-reviewed venues.  相似文献   

7.
We examined web‐based ratings and open‐ended comments of teaching‐award winners (n = 120) and research‐award winners (n = 119) to determine if teaching‐award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching‐award winners higher than research‐award winners on measures of teaching quality (i.e. helpfulness and clarity). A higher percentage of teaching‐award recipients relative to research‐award recipients received positive open‐ended comments about competence, use of humour, clarity, appearance and personality as well as both positive and negative open‐ended comments about level of course difficulty. We discuss implications of these findings for lending credibility to the RateMyProfessors.com indices and for promoting published faculty evaluations at post‐secondary institutions more generally.  相似文献   

8.
Abstract

In the university system today, co-research may be a decolonising strategy. We evaluate teaching a ‘Modernization and Social Change’ course in Vietnam as an experiment in co-research anthropology training. If for visitors, the idea of ‘Vietnam’ is nurtured by Hollywood action cinema, 1960s–1970s protest movements and documentary television, a process of collective research can rearrange orientations for students and teachers. The essay describes the making of a ‘model’ film as a teaching tool for international faculty, and as an evaluation of general teaching practice. A co-research approach to the classroom, assuming the students as researchers, engaging their own collaborative interests together, invites further discussion on teaching mapping as model for ethics-oriented co-research anthropology training; on teaching Capital in Vietnam using maps and counter-mapping as collaborative practice; and on using participatory methods for foreign faculty in a politically charged field.  相似文献   

9.
Community colleges accommodate nearly half of all United States college students. Increased reliance upon community colleges is driven by the current economic downturn, rising costs of higher education, and changing expectations for today's workforce requiring advanced skill sets. Community colleges offer more affordable options for broader spectrums of students including traditional and nontraditional college students and dual-enrolled high school students.

Community college faculty facilitate student learning and program completion. A shortage of community college faculty will likely emerge as numerous faculty retire. Community college administrators need strategies for retaining and recruiting faculty amid increasing retirements. One effective strategy is to offer a work environment that cultivates positive work-related attitudes (e.g., job satisfaction). This study examines the ability of select human capital investments, intrinsic rewards, extrinsic rewards, and sociodemographics to predict overall job satisfaction for full-time community college faculty. A cross-sectional predictive design was used with secondary analysis of the 2004 National Study of Postsecondary Faculty (NSOPF:04) dataset.

Logistic Regression was utilized to determine predictive ability of the independent variables on overall job satisfaction. Results indicated that faculty were more likely to be satisfied with their work if they were satisfied with their salary, benefits and workload; were satisfied with the teaching support they received from their institutions; and if they perceived that females and minorities were treated fairly by the organization. Conversely, minority faculty were less likely to be satisfied, as were faculty who indicated they would again choose a career in academe if given the choice.  相似文献   

10.
Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The ‘disengagement compact’ in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching (SET) scores and fewer complaints from students does damage wherever it operates. The work of Johnson confirms the link between SET and grade inflation. We propose a modification of an earlier grade index, the Real Grade Point Average (GPA), and propose as well an index for SET scores, the Real SET, to make inflated grades and inflated SET scores more visible. Used by institutions, parts of institutions or individual faculty, Real GPA and Real SET would encourage and protect faculty and students who offer or seek out educational experiences that have not been deflected by greed, sloth or cowardice.  相似文献   

11.
Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching (SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UK‐based university‐college in 11 modules (n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection.  相似文献   

12.
Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model were examined, which included student self-efficacy (SE) beliefs in various aspects of academic engagement, previous course difficulties, full-time teaching status, and class attendance policies. Multiple regression results show that attendance was the largest predictor for higher course grades, followed by repeating a mathematics course and students’ sense of SE. In the hierarchical line modeling (HLM) model, teachers’ full-time status was a significant predictor in the model, but when teaching status was controlled for, the remaining student belief variables in the model were not statistically significant except SE in Cognitive Strategies, Self-Regulated Learning, and Motivational Strategies. The results provide empirical support for increased communication between full- and part-time faculty members, implementation of attendance policies, academic interventions prior to students’ failures, and the need to address students’ sense of SE.  相似文献   

13.
This quantitative correlational study examined administrator and faculty perspectives regarding factors that may have contributed to the development of community college baccalaureate degrees in Texas. It was hypothesized that factors such as student need, workforce need, college relations, and college mission were linearly and positively correlated. To test the hypothesis, an online survey was administered to a random sample of 530 faculty and administrators at the three baccalaureate granting community colleges in Texas. Correlation coefficients were computed for all possible pairs of the four variables to determine whether or not there were statistically significant correlations between variables. The results of the Pearson's correlation analyses produced four statistically significant correlations among variables at the p = .008 level. Results revealed a strong positive correlation between student need and workforce need r(359) = .82, p < .008. Findings of the study indicated that respondents perceived factors of student need for baccalaureate degrees and employers’ need for employees with bachelor's degree had the strongest influence on the development of community college baccalaureate degrees in the three community colleges in Texas.  相似文献   

14.
The purpose of this study was to compare the opinions of students, teachers, and administrators relative to student evaluation of instruction in selected community colleges. While important educational decisions in community colleges are made on the basis of students’ evaluations (as in retention, promotion, tenure, and pay), little has been accomplished in testing the assumptions behind student evaluation of instruction. The student evaluation process assumes that students are honest, serious, and evaluate instruction, not some incidental activity.

A 25‐item Student Evaluation Process Scale was completed by 607 students, 130 faculty, and 45 administrators in five Illinois community colleges. Findings revealed little significant differences in the opinions of students regarding evaluation of instruction based on variables of sex, age, school location, student type (transfer or occupational), and class standing. There were little significant differences in faculty opinion and within the administrative groups based on selected variables. There were significant differences when the opinions of students, faculty, and administrators were compared. Students and faculty tended to agree with those items that questioned the objectivity of student evaluation of instruction. Administrators and students tended to agree with items reflecting the seriousness with which students evaluate instruction. Faculty and administrators indicated that student evaluation of instruction impacted faculty members’ instructional performances. Neither students, faculty, nor administrators supported the concept of merit pay tied to student evaluation of instruction.

The role of student evaluation of instruction in a faculty evaluation system must be investigated. A variety of groups should participate in this investigation.  相似文献   

15.
Based on the review of student ratings myths by Aleamoni (1987, 1999), a survey research design was used to analyse differences between college students' (n = 968) and faculty's (n = 34) perceptions. Generally, students held stronger beliefs in these myths, in that they believed faculty with excellent publication records were better qualified to evaluate teaching and that student ratings on single general items are accurate measures of teaching effectiveness. On the other hand, faculty believed that student ratings were invalid and unreliable. Further examination of student characteristics revealed that male students held stronger beliefs in these myths. Finally, students' beliefs in these myths were correlated with their actual ratings of nine dimensions of the Student Evaluation of Educational Quality. A discussion as well as suggestions for using student ratings is provided.  相似文献   

16.
This study is the first to address student evaluation of faculty members (SFE) from a student perspective at a major Jordanian public university using a comprehensive (71-item) questionnaire administered to 620 undergraduates. Addressed are students’ perceptions of the SFE process in terms of: (a) their paper-based vs. online-format preferences; (b) their beliefs about the process; (c) the standards they adopt in the evaluation; (d) the fruitfulness of SFE outcomes; and (e) their opinions about the evaluation instruments currently used at their institutions. It also explores whether students’ beliefs vary according to their gender, GPA and college (Educational Sciences vs. Sciences). The results reveal that most students prefer online evaluation, adopt academic rather than interpersonal criteria in their evaluation, have a low level of satisfaction with the impact of previous evaluations on faculty teaching behaviours and the evaluation instruments used at their institution. Additionally, the findings suggest that gender has a less influential role in shaping students’ beliefs about the SFE process compared to their college or GPA. The findings of this study and their implications are very useful pointers for faculty and higher education administrators, faculty members and students towards further improvement at higher education institutions.  相似文献   

17.
Our study uses data from the Wabash National Study of Liberal Arts Education to interrogate the affinity disciplines hypothesis through students’ perceptions of faculty use of six of Chickering and Gamson’s (AAHE Bull 39(7):3–7, 1987) principles of good practice for undergraduate education. We created a proportional scale based on Biglan’s (J Appl Psychol 57(3):195–203, 1973) classification of paradigmatic development (with higher scores on the scale corresponding to students taking a higher proportion of courses in ‘hard’ fields compared to ‘soft’ fields), our study tests differences by the paradigmatic development of the disciplines or fields in which students take their courses within the first year of college. Our findings suggest that as paradigmatic development increases (toward a higher proportion of courses taken in hard disciplines), student perceptions of both faculty use of prompt feedback and faculty use of high expectations/academic challenge decrease, while student perceptions of cooperative learning increase. Further, no statistically significant differences were found between the paradigmatic development of fields in which students’ take their courses and students’ perceptions of faculty use of student-faculty contact, active and collaborative learning, or teaching clarity and organization. This study replicates the findings from Braxton et al. (Res High Educ 39(3):299–318, 1998) using student-level rather than faculty-level reports of faculty use of good teaching practices.  相似文献   

18.
This study was designed to explore the relationship between faculty role orientations and student perceptions of teaching effectiveness in community colleges. Survey questionnaires were completed by 260 faculty members and 12,396 students at five Pennsylvania community college campuses. Using a conceptual framework drawn from symbolic interaction theory, it was hypothesized that faculty members holding a student-centered role orientation will be perceived as more effective teachers than those holding a subject-matter orientation. Results indicate that whereas there is an association between a student-centered role orientation and perceived teaching effectiveness, the relationship is due to an intervening variable—the expected course grade. An examination of the causal chain of relationships among these variables is presented.This is a revision of a paper presented at the 1975 annual meeting of the American Educational Research Association (see South, Morrison and Hill, 1975).  相似文献   

19.
Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality (TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.  相似文献   

20.
Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading instruction. The sample consisted of 64 participants. Half (n = 32) of the participants were in the control group (n = 32) and received traditional textbook-based instruction; the other half (n = 32) were in the experimental group and received strategic-reading instruction. All participants completed the Nelson-Denny Reading Form G at the beginning of the semester and then again 12 weeks later, at the end of the semester. The data were then statistically analyzed to identify any relationships between the type of instruction and the differences between the students’ pretest and posttest scores. The null hypotheses for H1 and H2 were rejected because the results of the paired t tests indicated that both traditional textbook-based instruction and strategic-reading instruction have a statistically significant positive effect on students’ performance on the test. A one-way ANOVA was conducted to determine whether the pretest/posttest difference scores varied based on the type of instruction. The findings showed that both methods of instruction were equally effective in improving the reading comprehension skills of community college students in a developmental reading course. Based on the findings, community college leaders are encouraged to assess the effectiveness of the instructional methods used in developmental courses to ensure at-risk community college students are receiving the most beneficial instruction.  相似文献   

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