The Impact of Teaching Evaluation: Factors that Favour Positive Views from Student Representatives

2010 ◽  
pp. 79-92
Author(s):  
Simone Gerzeli
Keyword(s):  
Teaching Evaluation ◽  
The Impact

scholarly journals The pregnancy drop: How teaching evaluations penalize pregnant faculty

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ronke M. Olabisi
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Student Evaluations ◽  
Teaching Evaluation ◽  
The Other ◽  
Female Faculty ◽  
Teaching Evaluations ◽  
Evaluation Scores ◽  
Leaky Pipeline ◽  
The Impact

AbstractThe “leaky pipeline” and the “maternal wall” have for decades described the loss of women in STEM and the barriers faced by working mothers. Of the studies examining the impact of motherhood or pregnancy on faculty in higher education, most focus on colleagues’ attitudes towards mothers; few studies explore pregnancy specifically, only a handful examine student evaluations in particular, and none include female faculty in engineering. This study is the first to compare student evaluations across fields from female faculty when they were pregnant against when they were not. Two scenarios were considered: (1) the lived experiences of faculty who taught classes while pregnant and while not pregnant and (2) an experiment in which students submitted teaching evaluations for an actress whom half the students believed was pregnant while the other half did not. Among faculty respondents, women of colour received lower scores while pregnant and these scores lowered further when women were in engineering and/or had severe symptoms. Depending on their demographics, students who participated in the experiment were awarded teaching evaluation scores that differed when they believed the instructor was pregnant. Findings suggest that in fields with fewer women, the maternal wall is amplified and there is a unique intersectional experience of it during pregnancy. These findings may be useful for Tenure and Promotion committees to understand and therefore account for pregnancy bias in teaching evaluations.

An Observed Structured Teaching Evaluation Demonstrates the Impact of a Resident-as-Teacher Curriculum on Teaching Competency

2015 ◽  
Vol 5 (6) ◽  
pp. 342-347 ◽  
Author(s):  
M. Zackoff ◽  
K. Jerardi ◽  
N. Unaka ◽  
H. Sucharew ◽  
M. Klein
Keyword(s):  
Teaching Evaluation ◽  
Structured Teaching ◽  
The Impact

scholarly journals Evaluation of Blended Oral English Teaching Based on the Mixed Model of SPOC and Deep Learning

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Yanli Hui
Keyword(s):  
Deep Learning ◽  
Online Education ◽  
Education Reform ◽  
Mixed Mode ◽  
Teaching Evaluation ◽  
University Education ◽  
Teaching Mode ◽  
English Teaching ◽  
The Impact ◽  
Blended Teaching

With the deep integration of “internet + education” and the continuous advancement of education reform, blended teaching has become the main method of university education reform. Blended education combines the advantages of traditional education and online education to complement each other. It not only takes advantage of the flexibility and autonomy of online education but also retains the benefits of emotional communication between teachers and students in offline education. With the increase in practical exploration of blended teaching in universities, teaching evaluation is an important part of teaching, and blended teaching evaluation should also attract attention. The purpose of this paper is to study the mixed oral English teaching evaluation based on the mixed mode of SPOC and deep learning. On the basis of analyzing the teaching design principles of the mixed mode of SPOC and deep learning and the principles of constructing the teaching evaluation after half a semester of teaching investigations conducted by the two classes of English majors, the impact of the SPOC and deep learning mixed teaching mode on students’ spoken English was studied through the method of covariance analysis. The experimental results show that the mixed teaching mode of SPOC and deep learning has been able to fully stimulate students’ interest in oral English learning and improve students’ oral English ability, critical thinking of students, ability to solve problems, group cooperation, and effective communication. Self-directed learning and self-reflection have all had a positive impact.

The Impact of an Objective Structured Teaching Evaluation on Faculty Teaching Skills

2012 ◽  
Vol 24 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Katherine Julian ◽  
Nicole Appelle ◽  
Patricia O’Sullivan ◽  
Elizabeth H. Morrison ◽  
Maria Wamsley
Keyword(s):  
Teaching Evaluation ◽  
Teaching Skills ◽  
Faculty Teaching ◽  
Structured Teaching ◽  
The Impact

The Impact of Research and Teaching Evaluation in Universities: Comparing an Italian and a Dutch case

2006 ◽  
Vol 12 (2) ◽  
pp. 109-124 ◽  
Author(s):  
Eliana Minelli ◽  
Gianfranco Rebora ◽  
Matteo Turri ◽  
Jeroen Huisman
Keyword(s):  
Teaching Evaluation ◽  
Research And Teaching ◽  
The Impact

Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten
Keyword(s):  
Explosive Charge ◽  
The Moon ◽  
Meteorite Impacts ◽  
The Earth ◽  
Lunar Craters ◽  
The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

The Geosciences Applied to Lunar Exploration

1962 ◽  
Vol 14 ◽  
pp. 169-257 ◽  
Author(s):  
J. Green
Keyword(s):  
Lunar Surface ◽  
Probable Mechanism ◽  
Point Of View ◽  
Lunar Exploration ◽  
Geological Model ◽  
Apply Geophysics ◽  
Surface Features ◽  
The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

Asteroid and Comet Impact Speeds upon Mars: Significance for Panspermia and the Supply of Organics

1997 ◽  
Vol 161 ◽  
pp. 197-201 ◽  
Author(s):  
Duncan Steel
Keyword(s):  
Probability Distributions ◽  
Regions Of Interest ◽  
Significant Fraction ◽  
Organic Chemicals ◽  
Impact Speed ◽  
The Mean ◽  
The Impact

AbstractWhilst lithopanspermia depends upon massive impacts occurring at a speed above some limit, the intact delivery of organic chemicals or other volatiles to a planet requires the impact speed to be below some other limit such that a significant fraction of that material escapes destruction. Thus the two opposite ends of the impact speed distributions are the regions of interest in the bioastronomical context, whereas much modelling work on impacts delivers, or makes use of, only the mean speed. Here the probability distributions of impact speeds upon Mars are calculated for (i) the orbital distribution of known asteroids; and (ii) the expected distribution of near-parabolic cometary orbits. It is found that cometary impacts are far more likely to eject rocks from Mars (over 99 percent of the cometary impacts are at speeds above 20 km/sec, but at most 5 percent of the asteroidal impacts); paradoxically, the objects impacting at speeds low enough to make organic/volatile survival possible (the asteroids) are those which are depleted in such species.

Organic Syntheses During the Impact of a Comet with a Gaseous Planet

1997 ◽  
Vol 161 ◽  
pp. 189-195
Author(s):  
Cesare Guaita ◽  
Roberto Crippa ◽  
Federico Manzini
Keyword(s):  
Polymeric Material ◽  
Molecular Form ◽  
Parent Compound ◽  
Blue Filter ◽  
Organic Syntheses ◽  
The Impact

AbstractA large amount of CO has been detected above many SL9/Jupiter impacts. This gas was never detected before the collision. So, in our opinion, CO was released from a parent compound during the collision. We identify this compound as POM (polyoxymethylene), a formaldehyde (HCHO) polymer that, when suddenly heated, reformes monomeric HCHO. At temperatures higher than 1200°K HCHO cannot exist in molecular form and the most probable result of its decomposition is the formation of CO. At lower temperatures, HCHO can react with NH3 and/or HCN to form high UV-absorbing polymeric material. In our opinion, this kind of material has also to be taken in to account to explain the complex evolution of some SL9 impacts that we observed in CCD images taken with a blue filter.

Hydrogen Cyanide Polymers from the Impact of Comet P/Shoemaker-Levy 9 on Jupiter

1997 ◽  
Vol 161 ◽  
pp. 179-187
Author(s):  
Clifford N. Matthews ◽  
Rose A. Pesce-Rodriguez ◽  
Shirley A. Liebman
Keyword(s):  
Amino Acids ◽  
Solar System ◽  
Hydrogen Cyanide ◽  
Nitrogen Heterocycles ◽  
Laboratory Studies ◽  
Heterogeneous Solids ◽  
The Many ◽  
Comet Halley ◽  
The Impact ◽  
By Products

AbstractHydrogen cyanide polymers – heterogeneous solids ranging in color from yellow to orange to brown to black – may be among the organic macromolecules most readily formed within the Solar System. The non-volatile black crust of comet Halley, for example, as well as the extensive orangebrown streaks in the atmosphere of Jupiter, might consist largely of such polymers synthesized from HCN formed by photolysis of methane and ammonia, the color observed depending on the concentration of HCN involved. Laboratory studies of these ubiquitous compounds point to the presence of polyamidine structures synthesized directly from hydrogen cyanide. These would be converted by water to polypeptides which can be further hydrolyzed to α-amino acids. Black polymers and multimers with conjugated ladder structures derived from HCN could also be formed and might well be the source of the many nitrogen heterocycles, adenine included, observed after pyrolysis. The dark brown color arising from the impacts of comet P/Shoemaker-Levy 9 on Jupiter might therefore be mainly caused by the presence of HCN polymers, whether originally present, deposited by the impactor or synthesized directly from HCN. Spectroscopic detection of these predicted macromolecules and their hydrolytic and pyrolytic by-products would strengthen significantly the hypothesis that cyanide polymerization is a preferred pathway for prebiotic and extraterrestrial chemistry.

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