Teaching effectiveness analysis plan applied to lectures in medical physiology.

1989 ◽  
Vol 256 (6) ◽  
pp. S3
Author(s):  
C P Casteel ◽  
N A Mortillaro ◽  
A E Taylor
Keyword(s):  
Faculty Member ◽  
Teaching Effectiveness ◽  
College Of Education ◽  
Faculty Members ◽  
Teaching Program ◽  
Self Assessment ◽  
Observation Instrument ◽  
Consistent Method ◽  
Materials Used ◽  
The University

To improve and thus strengthen its teaching program, the Department of Physiology at the University of South Alabama voluntarily embarked on a multiphasic self-assessment of its medical teaching program. One phase of the greater assessment plan included an analysis of the teaching methods of each faculty member. To design and implement this phase, the services of a teaching consultant from the College of Education were obtained. The implementation of the objectives as established by the consultant resulted in 1) the development of a systematic and consistent method of evaluating the teaching practices of the faculty through the design of a standard observation instrument for use in analyzing the teaching of each individual; 2) the sampling of the teaching of each of the seven participating faculty members; 3) the collection and critical review of teaching materials used; 4) an analysis of the effectiveness of the faculty; and 5) the submission of a written report of evaluation results. The seven participating faculty members were observed during the delivery of two lectures each presented to the freshman medical class. Based on the analysis of both the lectures and materials used, a written critique of each faculty member was submitted. Lecture strengths and weaknesses, both of individual members and of the whole department were summarized. Finally, the results of a survey taken of the faculty in which the participants were asked to respond to a series of questions regarding the self-assessment program were most favorably accepted by all participating faculty.

Administrative Interlude

2008 ◽  
Author(s):  
Stanley Fish
Keyword(s):  
Stock Market ◽  
Faculty Member ◽  
Public Universities ◽  
The State ◽  
Faculty Members ◽  
Independent Contractors ◽  
Service Oriented ◽  
The Many ◽  
The University

But you can’t do it in a vacuum. And although academics would be reluctant to admit it, the conditions that make what they do possible are established and maintained by administrators. When I was a dean, the question I was most often asked by faculty members was, “Why do administrators make so much more money than we do?” The answer I gave was simple: administrators work harder, they have more work to do, and they actually do it. At the end of my tenure as dean, I spoke to some administrators who had been on the job for a short enough time to be able still to remember what it was like to be a faculty member and what thoughts they had then about the work they did now. One said that she had come to realize how narcissistic academics are: an academic, she mused, is focused entirely on the intellectual stock market and watches its rises and falls with an anxious and selfregarding eye. As an academic, you’re trying to get ahead; as an administrator, you’re trying “to make things happen for other people”; you’re “not advancing your own profile, but advancing the institution, and you’re more service oriented.” A second new administrator reported that he finds faculty members “unbelievably parochial, selfish, and selfindulgent.” They believe that their time is their own even when someone else is paying for it. They say things like “I don’t get paid for the summer.” They believe that they deserve everything and that if they are ever denied anything, it could only be because an evil administrator has committed a great injustice. Although they are employees of the university (and in public universities, of the state), they consider themselves independent contractors engaged fitfully in free-lance piecework. They have no idea of how comfortable a life they lead. Neither, said a third administrator recently up from the ranks, do they have any idea of how the university operates. They seem proud of their parochialism and boast of their inability to access the many systems that hold the enterprise together.

Deepening Teachers' Understanding of Place Value

2007 ◽  
Vol 13 (8) ◽  
pp. 434-437
Author(s):  
Theresa M. Hopkins ◽  
Jo Ann Cady
Keyword(s):  
Number System ◽  
College Of Education ◽  
Faculty Members ◽  
Place Value ◽  
Human Sciences ◽  
Abstract Concept ◽  
School Students ◽  
University Of Tennessee ◽  
Education Group ◽  
The University

As faculty members of the Mathematics Education Group in the College of Education, Health, and Human Sciences at the University of Tennessee, we are responsible for instructing both preservice and in-service teachers through courses and professional development activities. One topic we address is teaching place value to elementary school students. Teachers' familiarity with the base-ten number system, however, can prevent them from fully comprehending the difficulty these students have when trying to understand the abstract concept of place value. This article presents our evolving lesson in addressing this difficulty.

scholarly journals 11. Peer Review: Structured, Informal, Confidential, Helpful!

2011 ◽  
Vol 4 ◽  
pp. 68 ◽  
Author(s):  
Alice Cassidy ◽  
Jack Lee
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Peer Review ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Peer Teaching ◽  
University Of British Columbia ◽  
Hands On ◽  
Peer Reviewers ◽  
The University

This paper 1 describes an introductory workshop, Preparing to be a Peer Reviewer, presented at the University of British Columbia (UBC) to give hands-on practice to faculty members and others in order to provide formative peer review upon request. This workshop, which was designed at the request of a faculty member, is complemented by an Advanced Workshop for peer reviewers. We show the ways in which we actively involved Society for Teaching and Learning in Higher Education (STLHE) conference participants in a session to learn about the introductory workshop, and talk about peer review more generally. We briefly describe the Peer Teaching Network, created in the Faculty of Science, as an adaptation of the initial introductory workshop.

Untangling Constructs of Characteristics of Effective Teaching at the Higher Institute of Sport and Physical Education (Tunis)

2021 ◽  
Vol 20 (5) ◽  
pp. 232-248
Author(s):  
Aymen Hawani ◽  
Anis ben Chikha ◽  
Ghazwa ben Maaouia
Keyword(s):  
Physical Education ◽  
General Education ◽  
Effective Teaching ◽  
Teaching Effectiveness ◽  
Survey Method ◽  
Teaching Program ◽  
Axial Coding ◽  
General Education Courses ◽  
The University ◽  
Descriptive Survey

This study explored the characteristics of effective teaching, as observed by students at the Higher Institute of Sport and Physical Education (Ksar Saïd) at the University of Manouba, Tunisia. The study employed a descriptive survey method, and analyzed the data quantitatively. The respondents (n=199) were registered for general education courses, and a preconstructed interview schedule was used. The 69 characteristics of effective teaching were ascertained by the qualitative method through axial coding of general themes, in order to make recommendations for the Effective Teaching Program. The major findings are that the three important elements of effective teaching as perceived by students are academic qualifications, attitudes, and skills. It is important to mention that there are characteristics of effective teaching reveals attitudes and skills. Specific recommendations for the Effective Teaching Program are given in the paper, to strengthen teaching effectiveness.

scholarly journals Obstacles To Scientific Research In Light Of A Number Of Variables

2014 ◽  
Vol 10 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Nourah A. Algadheeb ◽  
Monira A. Almeqren
Keyword(s):  
Scientific Research ◽  
College Of Education ◽  
Faculty Members ◽  
Academic Rank ◽  
Validity And Reliability ◽  
Final Sample ◽  
Scientific Specialty ◽  
High Internal Consistency ◽  
The University ◽  
High Degree

The present study aimed to identify the scientific research obstacles facing faculty members in the College of Education at Princess Nora bint Abdul Rahman University (PNU) and to determine the differences in the obstacles according to age, academic rank, scientific specialty, marital status, number of completed studies, and time since the last academic rank was received. An initial data form and questionnaire were prepared to identify the obstacles to scientific research. The questionnaire assessed personal and family obstacles, social factors, technical skills, organizational and professional obstacles, and societal obstacles. The researcher assessed the validity and reliability of the survey instrument by testing it on a sample of 23 faculty members at the university. The results demonstrated a high degree of validity (i.e., high internal consistency) and reliability (Cronbach's alpha coefficient: .97). The study instrument was administered to a final sample of 69 faculty members (out of 111) at the university. The results demonstrated a decrease in the averages of the obstacles. The arithmetic averages for the obstacles were organizational and professional obstacles (2.76), societal obstacles (2.64), personal and family obstacles (1.87), and skills-related obstacles (1.70). The results demonstrated no significant differences for any obstacles with respect to age, academic rank or scientific specialization. There were significant differences in skills-related obstacles according to the number of completed studies; researchers with no completed projects faced greater obstacles. The results also demonstrated significant differences in societal obstacles associated with the length of time since the last academic rank was received.

scholarly journals Taxonomy of grading practices in the University of Puerto Rico at Bayamón, 1995-96 to 2015-16

2021 ◽  
Vol 29 ◽  
pp. 57
Author(s):  
Horacio Matos-Diaz
Keyword(s):  
Puerto Rico ◽  
Faculty Member ◽  
Academic Ability ◽  
Faculty Members ◽  
Academic Standards ◽  
Grading Practices ◽  
University Of Puerto Rico ◽  
Academic Fields ◽  
Academically Able ◽  
The University

Faculty members and their corresponding academic fields at the University of Puerto Rico at Bayamón are classified with regard to grading practices over time. Based on the effects on the intercept of the equations that predict the GPA and the proportion of student withdrawals observed in each of the 39,337 courses offered during 41 consecutive terms, faculty members and academic fields are scaled from the easiest to the most difficult. Evidence points to the conclusion that the courses of the most difficult academic fields are offered primarily by the hardest grading faculty members and attended by the most academically able students, while the courses of the easiest academic fields are offered primarily by the easiest grading faculty members and attended by less academically able students. The conclusion of such self-sorting processes is reinforced by evidence from maximum likelihood models demonstrating that the probability that a randomly selected faculty member behaves like a high-grader or a low-grader is highly and significantly related to the cluster of academic fields to which the faculty member belongs. Such a probability is also strongly and significantly influenced by the heterogeneity of student academic ability distribution. Hence, faculty members are very responsive to signals sent by their students’ characteristics. This empirical result deserves further detailed analysis given that it implies a scenario in which faculty members and students engage in a shopping-around process in which both parties free-ride from each other, altering institutional norms and academic standards.

Lectures in physiology: a three-phase evaluation plan.

1990 ◽  
Vol 259 (6) ◽  
pp. S8
Author(s):  
C P Casteel ◽  
N A Mortillaro ◽  
A E Taylor
Keyword(s):  
Faculty Member ◽  
Teaching Methods ◽  
Initial Phase ◽  
Faculty Members ◽  
Teaching Behaviors ◽  
Evaluation Plan ◽  
Observation Instrument ◽  
Three Phase ◽  
Phase Evaluation

The initial phase of a voluntarily implemented multiphasic plan for improving faculty lectures was completed in 1988 and reported in 1989 [Am. J. Physiol. 256 (Adv. Physiol. Educ. 1): S3-S8, 1989]. That phase, conducted by a teaching consultant, included analysis of the teaching practices of each of seven faculty members. Following lecture observations, each faculty member received a written critique of his/her teaching, and individual as well as departmental strengths and weaknesses were identified. In the 1989 follow-up phase, faculty reviewed the feedback provided in their critiques and attended a seminar on developing effective lectures. Each faculty member was again observed during the presentation of a lecture; the same observation instrument was used in the follow-up phase as was used in the initial phase. A comparative analysis of the 1988 and 1989 teaching behaviors was completed for each faculty member and for the whole department. Results indicate that definitive changes had occurred in teaching methods employed since the initiation of the plan. Additional recommendations were made and specific target areas for ongoing improvement were identified.

scholarly journals Necessary Academic Training Needs at the College of Education, University of Khartoum from the Faculty Members' Perspective

2021 ◽  
Vol 14 (47) ◽  
pp. 31-49
Author(s):  
Elzain Elkhalefa Elkhder
Keyword(s):  
Main Tool ◽  
College Of Education ◽  
Training Needs ◽  
Point Of View ◽  
Faculty Members ◽  
Simple Random Sample ◽  
Academic Training ◽  
Academic Degree ◽  
Research Population ◽  
The University

The research aimed at identifying educational and academic training needs required for faculty members in the College of Education at the University of Khartoum from their point of view, as well as to find out any statistically significant differences in the degree of training needs due to two variables (gender and academic degree). The research followed the descriptive analytical approach, and the research population covered all faculty members of the College of Education, University of Khartoum. A simple random sample of (97) members was selected. The questionnaire was used as the main tool for collecting the required data. To analyze the data statistically, the SPSS program was used. Major findings revealed that the degree of educational and academic training needs of faculty members in the College of Education at the University of Khartoum was high, with statistically significant differences attributed to the variable (academic degree). The results also showed that there were no statistically significant differences attributed to the variable (gender). In light of these results, the research concluded with a set of recommendations, including: the university and college administrations should pay attention to various training programs on a continuous basis in both professional and academic fields, priority should be given to the areas of e-learning and statistical analysis, and faculty members should be encouraged to attend training courses. Keywords: training, educational needs, academic needs

scholarly journals Implementation of an online emergency education programme at a public university in Mexico

2020 ◽  
pp. 35-36
Author(s):  
P. González-Barranco ◽  
I. Balderas-Rentería ◽  
P.C. Esquivel-Ferriño ◽  
Y.A. Gracia-Vásquez ◽  
E.E. Vásquez-Farías
Keyword(s):  
Faculty Member ◽  
Problem Based Learning ◽  
Education Programme ◽  
Public University ◽  
Faculty Members ◽  
Virtual Classrooms ◽  
Nuevo Leon ◽  
Emergency Education ◽  
The University ◽  
Training Effort

The Universidad Autónoma de Nuevo León (UANL) is a large public university situated in Monterrey, Mexico. Most of the programmes, including a pharmacy related programme (Químico Farmacéutico Biólogo/Chemist Pharmacist Biologist), were running at the university until the pandemic. A lockdown was put in place where it was established that schools and non-essential jobs should be carried out from home. Since then, the UANL has started a training effort to migrate all current classes to online emergency educational schemes. Microsoft Teams was designated as the main platform. Students and faculty members were trained in its use and, after one month, classes were successfully restarted on this platform. The chosen platform was used to create virtual classrooms, problem-based learning was encouraged, and videos and discussion panels were used especially in place of pre-COVID-19 planned laboratory classes. The semester ended with good results, but faculty member training continues and the adaptation to a better organised online programme is now running. Options to try to compensate the lack of in person laboratory classes are still being explored.

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