scholarly journals Measuring the Impact of Externalities on College of Agriculture Teaching Evaluations

2005 ◽  
Vol 37 (3) ◽  
pp. 635-645 ◽  
Author(s):  
Ronald A. Fleming ◽  
Ernest F. Bazen ◽  
Michael E. Wetzstein
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Estimation Procedure ◽  
Teaching Evaluations ◽  
Faculty Teaching ◽  
Class Standing ◽  
Improving Instruction ◽  
Multinomial Choice ◽  
Ordered Data ◽  
The Impact

Student evaluation of teaching (SET) is employed as an aid in improving instruction and determining faculty teaching effectiveness. However, economic theory indicates the existence of externalities in SET scores that directly influence their interpretation. As a test of this existence, a multinomial-choice, ordered data estimation procedure is employed to identify course externalities influencing SET. These externalities include student class standing, required courses, class size, days a class meets, class meeting time, classroom location, and classroom design. Results indicate that externalities have a significant impact on teaching evaluations. Thus, failure to internalize these externalities will lead to biases in SET and questionable use of SET as an aid in instruction improvement and determining faculty effectiveness.

The Impact of a Learning Management System on Student Evaluation of Teaching

2015 ◽  
pp. 425-448
Author(s):  
Mehrak Rahimi
Keyword(s):  
Management System ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Learning Management System ◽  
Teaching Style ◽  
Teacher Educator ◽  
Course Materials ◽  
Academic Activities ◽  
Learning Management ◽  
The Impact

In this chapter the impact of using a learning management system on pre-service and in-service teachers' evaluation of a teacher educator in a teacher training university was compared. Two groups of students participated in the study and for one semester experienced a blended learning where the extension of academic activities of the course Materials Evaluation and Syllabus Design was presented via a learning management system online. At the end of the course both groups' evaluation of the instructor's teaching was compared in two aspects: teaching style and student-teacher interaction. The result showed that there was a significant difference between two groups' evaluation of the educator. Pre-service teachers were found to have higher attitudes towards teaching effectiveness and they were more satisfied with both teachers' teaching style and social behavior.

scholarly journals The impact of grade inflation on teachers’ evaluation: A quantitative study conducted in the context of five Lebanese universities

2022 ◽  
Vol 6 (2) ◽  
pp. 192-205
Author(s):  
Bassem Maamari ◽  
Hiba Naccache
Keyword(s):  
Large Body ◽  
Strong Relationship ◽  
Grade Inflation ◽  
Grade Point ◽  
Faculty Evaluations ◽  
Teaching Evaluations ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
The Many ◽  
The Impact

Asking students to evaluate teaching faculty by every ending semester in modern education is an established trend. In the higher education circles, it is validated based on a large body of research showing a relationship between these evaluations and students’ achievement. The arising problem is whether this relation is positively associated or not, and the presence of a growing debate pertaining to the many factors influencing this correlation. Most of the cited research shows a link between the attitude of students and their achievement. This research studies the effect of students’ grade point average (GPA), together with the type of university as public or private, and students’ major, on their attitude towards faculty teaching evaluations. The results of the multiple regression show a strong relationship between GPA and students’ attitude towards faculty evaluations, suggesting an ethical duality affecting grade inflation.

scholarly journals Student Evaluation Instruments: The Interactive Impact Of Course Requirement, Student Level, Department And Anticipated Grade

2010 ◽  
Vol 3 (5) ◽  
pp. 21-30 ◽  
Author(s):  
Jennifer Driscoll ◽  
David Cadden
Keyword(s):  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Extensive Literature ◽  
Evaluation Instrument ◽  
Evaluation Instruments ◽  
The Status ◽  
Willingness To Recommend ◽  
Core Measures ◽  
The Impact ◽  
Ability And Willingness

The examination of Student Evaluation Instruments (SEI) has generated a considerable literature. Interestingly, this extensive literature provides no clear guidance on how to interpret SEI results in order to make comparative evaluations of instructors’ performances. The research presented in this paper draws upon six semesters worth of SEI responses for all courses in our school of business – a database of nearly 30,000 responses. The paper examines how core measures of teaching effectiveness – student evaluation of instructor’s teaching ability and willingness to recommend the instructor – are affected by several factors. These factors include:  the department from which the course was offered; whether the course was required by the core, the department or was an elective; the status of the student and the anticipated grade. Statistical analyses are conducted to examine and determine the impact of these factors and their interactions. The goal is to develop a system that can more accurately gauge instructors’ performances as measured by the student evaluation instrument.

The Impact of a Learning Management System on Student Evaluation of Teaching

2018 ◽  
pp. 1019-1044
Author(s):  
Mehrak Rahimi
Keyword(s):  
Management System ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
Learning Management System ◽  
Teaching Style ◽  
Teacher Educator ◽  
Course Materials ◽  
Academic Activities ◽  
Learning Management ◽  
The Impact

In this chapter the impact of using a learning management system on pre-service and in-service teachers' evaluation of a teacher educator in a teacher training university was compared. Two groups of students participated in the study and for one semester experienced a blended learning where the extension of academic activities of the course Materials Evaluation and Syllabus Design was presented via a learning management system online. At the end of the course both groups' evaluation of the instructor's teaching was compared in two aspects: teaching style and student-teacher interaction. The result showed that there was a significant difference between two groups' evaluation of the educator. Pre-service teachers were found to have higher attitudes towards teaching effectiveness and they were more satisfied with both teachers' teaching style and social behavior.

scholarly journals Student Evaluations Of Faculty: Concerns And Possible Solutions

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
Robert M. Kozub
Keyword(s):  
Teaching Effectiveness ◽  
College Education ◽  
Colleges And Universities ◽  
Student Evaluations ◽  
Teaching Evaluations ◽  
Faculty Teaching ◽  
Marketing Orientation ◽  
Faculty Concerns ◽  
Source Of Information

Student evaluations of university instruction have long been used to evaluate the teaching performance of instructors of all ranks.  In spite of the widespread use of the data acquired from student evaluations for the purpose of determining faculty teaching effectiveness, a review of the literature in the area indicates that questions concerning the validity and usefulness of such evaluations remain unanswered.  With the pervasiveness use of student evaluations, it is doubtful that substantial changes in the system are going to be implemented across the country soon. This research reviews the major problems that have been identified in student evaluations of faculty, and suggests some possible methods to increase the validity of teaching evaluations without major changes to the current systems of evaluation of faculty. Any changes to teaching evaluations, which would increase the usefulness of student evaluations of faculty, would benefit both college students and faculty.  Administrators of colleges and universities for some time have stressed the importance of a marketing orientation (Bush, Ferrell & Thomas, Jr., 1998; Moore 2004). Students are one of the consumer groups interested in the product of a college education, and students’ opinions are considered a vital source of information concerning the quality of instruction at colleges and universities.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Experimental Determination of Dynamic Characteristics of a Full Size Gas Turbine Tilting-Pad Journal Bearing by an Impact Test Method

1991 ◽  
Author(s):  
S. H. Chan ◽  
M. F. White
Keyword(s):  
Gas Turbine ◽  
Impact Test ◽  
Journal Bearing ◽  
Estimation Procedure ◽  
Response Spectra ◽  
Test Method ◽  
Full Size ◽  
Tilting Pad ◽  
Tilting Pad Journal Bearing ◽  
The Impact

Abstract Measurements have been taken on an experimental rotor-bearing test rig which consists of a full size gas turbine shaft supported by two five-pad tilting-pad journal bearings. The impact test method was applied by exciting one end of the shaft in-situ by means of a hammer blow. Impact forces and response displacements were collected and analysed with suitable corrections for runout effect. Averaged frequency response spectra thus obtained were used in a parameter estimation procedure to calculate the dynamic coefficients of the tested tilting-pad journal bearing. An analytical single degree-of-freedom model was employed and one of the input parameters in the mechanical model, the effective mass, was found to significantly influence the estimated results. The measured stiffness and damping coefficients are compared with results predicted by a bearing design program. Possible sources of discrepancies between experimental and theoretical results are discussed.

TA Teaching Effectiveness: The Impact of Training and Teaching Experience

1998 ◽  
Vol 69 (4) ◽  
pp. 440 ◽  
Author(s):  
David M. Shannon ◽  
Darla J. Twale ◽  
Mathew S. Moore
Keyword(s):  
Teaching Effectiveness ◽  
Teaching Experience ◽  
The Impact
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