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1.
A Multicultural Counseling course (MCC) brings unique challenges and rewards to both instructors and students. Given its unique challenges, the process of teaching a MCC is as important as, or even more important than, the content. Drawing from extant literature and the authors’ experiences, this paper discusses such topics as what to teach, how to teach, classroom dynamics, instructors’ issues, and students’ issues to provide a concise, practical, and comprehensive framework for teaching such difficult but essential courses.  相似文献   

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3.
This article presents the results of a study that interpreted views of curriculum and practice of teacher education faculty at a public institution of higher learning in the USA. It offers information about the ongoing challenges of affecting a balanced approach to teacher education at colleges and universities in a standardized learning setting. Participants' responses indicated professors perceive curriculum and standardization differently than instructors. Professors are more likely to describe the curriculum they teach ideologically whereas instructors described course content or paraphrased course titles. Further, professors were more likely to question whether they were meeting the needs of students and the impact of the standardization of curriculum. These findings raise many questions about the intellectual integrity of teacher preparation programs that are increasingly standardized and increasingly reliant on instructors rather than tenured faculty to teach program courses.  相似文献   

4.
Nearly all students of faculty evaluation agree that peer review should be part of a comprehensive program of faculty assessment. Faculty are particularly well qualified to critique their colleagues teaching when the objective is to improve quality of instruction because they are in a position to assess several aspects of teaching better than students, academic administrators, and other constituencies of the academic community. Large proportions of faculty in this study indicated they would take part in four methods of formative peer review—classroom observation, videotaping of classes, evaluation of course materials, and assessment of their evaluation of the academic work of students—and they provide important information on factors that might detract from their participation, on conditions that might enhance the process, and on the benefits they and their students, colleagues, and institutions might receive as a result of their participation.  相似文献   

5.
The current study leveraged a professional development programme for engineering faculty at a large research university to examine the impact of instructional improvement on student engagement. Professors who participated in the professional development were observed three times and rated using an existing observation protocol. Students in courses with instructors who participated and did not participate in the professional development were surveyed about their classroom engagement. The responses were used to conduct quasi-experimental comparisons. Results indicated that students in courses with professors who participated in the professional development self-reported 3% more behavioural and 2% more cognitive engagement than students with professors who did not participate. Within professional development group, follow-up comparisons showed that students in courses with the highest rated instructors self-reported 7% more cognitive engagement than students with lower ranked professors. Thematic coding of the qualitative data suggests that the highest rated instructors may have achieved these gains through the use of three domain general instructional strategies: activating prior knowledge, facilitating classroom interaction and promoting reflection. Findings are contextualised within extant literature reporting similar effect sizes, and implications for future engagement research from a classroom systems perspective are discussed.  相似文献   

6.
Utilizing a nationwide sample of university professors in the United States, this study explored job satisfaction levels of academicians and the differences between perceived satisfaction of faculty in professional schools and that of faculty in other disciplines. The results were based upon responses from 336 faculty representing 24 universities selected on a stratified basis which included large, small, public and private universities. Teaching dimensions and research requirements were the most satisfying elements of the academic work environment; support and compensation aspects were the most dissatisfying. Faculty from professional schools reported higher levels of satisfaction for almost all of the 22 separate environmental dimensions, and these faculty also reported higher salaries and less stringent requirements for tenure and promotion. The demographic variables which explained the greatest amount of variance in work satisfaction scores were tenure, teaching load, sex, institution (public-private), and age. Salary and academic rank, which a priori are considered to be significant in an academician's satisfaction with work, appeared to have a lesser impact.  相似文献   

7.
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.  相似文献   

8.
This investigation used data collected from students who assessed their instructors' teaching and learning effectiveness. Instructors were community-college career and technical-education faculty enrolled in the Community College Induction Mentoring Program (CCIM), a jointly sponsored program between Iowa State University and the instructors' respective community colleges. These new faculty were involved in a structured mentor/mentee program in which the mentor was involved in a 1-day mentor training program. The mentor/mentee relationship was designed around annual goals with an action plan developed, executed, and assessed for each goal. One component of the mentor/mentee program involved documentation of an effectiveness plan, including students' perception of their mentored-instructors' teaching and, as a consequence, their own learning effectiveness. Students were asked to complete an evaluation instrument comparing their “reactions” and “learning” in classes taught by mentored instructors enrolled in the CCIM program relative to other nonmentored instructors. A total of 9 hypotheses provided the direction of the research. Student ratings were typically higher for new instructors who received peer mentoring. Mentees and mentors consistently reported a high level of satisfaction about their partnership. Supervisors voiced strong support for the program. This paper shares student survey results of mentee/instructor teaching and student learning effectiveness.  相似文献   

9.
SUMMARY In this paper a multidimensional model for evaluating college teaching effectiveness is developed to select the best faculty member for a teaching award. The model is based on the assumption that teaching effectiveness is a linear function of five variables: (a) students’ evaluation; (b) graduating students’ evaluation; (c) chairman's input; (d) colleagues’ input; (e) course file. These variables have been quantified to obtain teaching effectiveness scores for the faculty members eligible for the award contest. The scores of the five variables are standardized prior to differential weighting. The reason for incorporating these five standardized weighted variables into the model is to ensure the fairness and objectivity of this evaluation process. The model has been implemented in a college to select a faculty for an outstanding teacher award.  相似文献   

10.
This study explored the interactions of classroom experiences and selected student and faculty personality variables in faculty and course evaluations. University instructors from five disciplines and their students participated in the study. Students completed the Locus of Control Scale, Mehrabian Achievement Scale, Instructor Evaluation Form, and a semantic differential scale to assess course content and structure. Pearson and canonical correlations indicated that a student's need to achieve is significantly related to faculty evaluation. Similarly, evaluation of course content and structure was significantly related to student personality variables.  相似文献   

11.
In recent years, there have been increasing calls from the government and other organizations to provide easy public access to student evaluations of teaching. Indeed, the increasing ease of displaying and viewing large quantities of information, and competition among universities and majors for students, makes it likely that an era of greater transparency of this type of information is at hand. While students’ evaluation of teaching (SET) is one quantitative metric that rates the instructor, it may be influenced by factors that are often beyond the instructor's control. In this study, we analyze a longitudinal data set from both engineering and business schools of a large public university, and identify factors that influence SET. We show which factors have the highest influence on overall SET scores, and contrast these between engineering and business colleges. Colleges within the same university may have differences in the factors affecting SET, and recognition of this is important in effectively and fairly evaluating SET scores. We also provide recommendations regarding information that should be displayed along with the SET, particularly when SET scores are made public, so that instructors are not unduly penalized when their evaluations can be influenced by factors over which they have no control.  相似文献   

12.
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies.  相似文献   

13.
The USA has served as a beacon of hope for thousands of foreign students and academics with its diverse and superior opportunities created by a system of meritocracy unparalleled in the world. In keeping with other industries, academia is increasingly becoming a global village and foreign‐born professors constitute a large proportion of university faculties. As higher education is increasingly accessible to students with varying levels of academic preparedness, faculties have become more aware of the importance of the opinions of students – the system’s consumers – on teaching. Bearing in mind the ‘similarity‐attraction paradigm’, this study sought to examine whether teaching evaluations are affected by cultural similarity or difference between students and instructors. Our data are based on teaching ratings from the largest Israeli public college. The analysis relates to 42,874 teaching ratings of 768 instructors, of whom 602 are Israeli‐born and 166 are immigrants from the Former Soviet Union (FSU). The findings indicate that FSU immigrant students awarded higher evaluations to FSU immigrant faculty members than their native‐born peers. Similarly, Israeli‐born students awarded higher evaluations to Israeli‐born faculty than the FSU immigrant students. We conclude by discussing the educational and managerial implications of these findings for higher education institutions with ethnically diverse faculty and students.  相似文献   

14.
This article explores faculty viewpoints, values, and behavior regarding faculty student interaction in and outside of the classroom.

The research is qualitative in nature, consisting of systematic observations of five effective community college faculty members interacting with students in the classroom, supplemented with open‐ended interviews of faculty.

The results of the study validate earlier research on effective college teaching and suggest additional “hidden characteristics” that help to explain why some professors are particularly effective. These characteristics are significant in that they have not been previously reported. Attention is shifted away from just looking at a teacher's command of the subject, organizational skills, and rapport with students. Characteristics such as charisma and altruism also come into consideration, bringing forth the concept of teacher as messiah.

For these faculty, teaching is more than an occupation; it's a dedication to leave the world a better place, an opportunity to make a difference in another's life, a chance to enhance one's own life.  相似文献   

15.
This article reports on a national survey of higher education institutions in the United States to answer the question, “Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors’ academic and teaching backgrounds?” We surveyed 1,926 institutions, and a faculty member from each of 825 institutions (42.8?%) participated in the survey. The survey results demonstrate that the majority of institutions are not meeting the recommendations of the Conference Board of the Mathematical Sciences (The mathematical education of teachers. American Mathematical Society, Providence, RI, 2001), the National Council of Teachers of Mathematics (Professional standards for teaching mathematics. National Council of Teachers of Mathematics, Reston, VA, 2005), and the National Council on Teacher Quality (Greenberg and Walsh 2008) for prospective elementary teachers to take at least nine credits of mathematics content designed specifically for them. Additionally, most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics, and most institutions do not provide training and/or support for these instructors.  相似文献   

16.
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   

17.
ABSTRACT

Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments.  相似文献   

18.
《College Teaching》2013,61(2):44-50
Abstract

The article examines students' perceptions of student evaluations of teaching and compares them to faculty perceptions on several dimensions. Findings indicate students were much less likely to agree that SET encourage faculty to grade more leniently, that they have an influence on a faculty member's career, or that they lead to changes in courses and/or teaching styles. Faculty members believed that students rate easy, entertaining instructors more highly. Includes suggestions for change and future research directions.  相似文献   

19.
Students’ feedback is common in teaching evaluation, but there is no documented instrument enabling instructors to systematically gather relevant student feedback on written exams in higher education. Three studies are described to develop a valid instrument for evaluating written exams. Study 1 analyzes characteristics of effective written exams from the perspective of students and instructors, using qualitative content-analysis. This informs study 2, which analyzes and revises the structure of a questionnaire via exploratory factor analysis. In study 3, confirmatory factor analysis and cross-validation are conducted to confirm the structure found in study 2. Central factors are “Transparency”, “Composition of the exam” and “Students’ workload”. Students’ feedback as assessed by this questionnaire provides reliable feedback to improve the quality of exams.  相似文献   

20.
基于Kirkpatrick评估模型,采用等组后测自然教学准实验设计对高校的英语师范本科二年级学生进行了公共心理学参与式教学实验,125名实验组学生采用参与式教学,92名对照组学生采用传统教学方法。结果发现,实验组在导引、反应、学习、行为、结果5个评估因子上的得分都显著高于对照组(P0.01);高师公共心理学参与式教学的导引、反应、学习、行为、结果5个评估因子间存在中等以上的正相关(r=0.54~0.76,P0.01)。研究表明,在高师公共心理学课程教学中,参与式教学的教学效果优于传统教学。  相似文献   

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