Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged.

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Faculty Turnover And Salary Compression In Business Schools: Comparing Teaching And Research Missions

Journal of Applied Business Research (JABR) ◽

10.19030/jabr.v17i2.2071 ◽

2011 ◽

Vol 17 (2) ◽

Author(s):

Sid Glandon ◽

TerryAnn Glandon

Keyword(s):

Higher Education ◽

Business Schools ◽

Faculty Members ◽

Hiring Practices ◽

Unexpected Result ◽

Turnover Rates ◽

Faculty Turnover ◽

University Level ◽

The Cost ◽

The University

Excessive employee turnover has plagued industry and higher education, increasing the cost of manufacturing a product, delivering a service or providing quality education.  Most research conducted in this area has concentrated on industry.  The few studies that have investigated turnover in higher education were done at the university level while this paper focuses on faculty turnover in business schools.  Another difference that distinguishes this paper is that actual turnover figures were used, rather than intentions to leave.  Salary compression was also explored, an issue that concerns many faculty members. This occurs when new doctorates are hired at salaries almost equal to that of existing faculty.  Our research found that turnover rates are higher in small, teaching institutions, as anticipated.  An unexpected result was that salary compression was greater in one of the research institutions.  This may be due to abnormal hiring practices of that school.

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Turnstile Careers Between Academia and Practice

Pedagogy in Health Promotion ◽

10.1177/2373379916673375 ◽

2016 ◽

Vol 2 (4) ◽

pp. 221-238 ◽

Cited By ~ 4

Author(s):

Lawrence W. Green

Keyword(s):

Health Promotion ◽

Faculty Members ◽

Evidence Based ◽

Good Teaching ◽

Professional Schools ◽

Evidence Based Practices ◽

Education And Health ◽

Periodic Exposure ◽

Contemporary Practice ◽

Research Faculty

This reflection on the academic and practice careers—my own and some notable health promotion professors’—supports my suggestions about what makes good teaching and research faculty members in professional schools seeking to prepare next generations of practitioners for health education and health promotion careers. From the perspective of pedagogy in health promotion, the preparation of students for their roles in practice—in whatever blend of policy, planning, management, delivery, or evaluation of programs—should emanate, where possible, from field experience and reality-tested theoretical and evidence-based precepts. Just as usable evidence-based practices need to include practice-based evidence, so too must usable pedagogy for practitioners be built on periodic exposure and experience of instructors in contemporary practice. The concept of “turnstile careers” is introduced to address this need for periodic immersion of faculty in practice positions with responsibility for programs.

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Student academic dishonesty: Review of theoretical frameworks and methods of prevention

Pedagogy and Psychology of Education ◽

10.31862/2500-297x-2020-2-93-111 ◽

2020 ◽

pp. 93-111

Author(s):

Oksana V. Dremova

Keyword(s):

Academic Dishonesty ◽

Empirical Studies ◽

Faculty Members ◽

Theoretical Frameworks ◽

Academic Cheating ◽

Psychological Mechanisms ◽

Theoretical Approaches ◽

University Level ◽

The University

This study presents a comprehensive analysis and classification of existing theoretical approaches for conceptualization of academic dishonesty that has helped to understand the reasons and socio-psychological mechanisms for dishonest behaviour. This paper also considers practical methods of how to combat student dishonesty that were proposed based on the results of empirical studies. According to the proposed methods, theories can be divided into two groups. The first group includes theories that provide preventing methods of student academic dishonesty for faculty members. The second group of theories provides ways for preventing academic cheating at the university level. Based on the systematization of theories, additional methods have been proposed to combat dishonest behavior, which can be useful for both teachers and researchers of academic dishonesty.

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Re-evaluating the inpatient use of routine diphenhydramine transfusion premedication practices.

Journal of Clinical Oncology ◽

10.1200/jco.2013.31.31_suppl.164 ◽

2013 ◽

Vol 31 (31_suppl) ◽

pp. 164-164

Author(s):

Ida Wong-Sefidan ◽

Eric Roeland

Keyword(s):

Marrow Transplant ◽

Patient Specific ◽

Evidence Based ◽

Evidence Based Practices ◽

Retrospective Comparison ◽

First Choice ◽

Risk Patients ◽

Impact Patient Care ◽

Antihistamine Prophylaxis ◽

The University

164 Background: Routine diphenhydramine premedication to prevent allergic transfusion reactions is common practice despite lack of evidence. First-generation antihistamines are associated with a number of anticholinergic side effects such as sedation and cognitive impairment that impact patient care and increase cost. Because premedication should be evidence-based and patient-specific, the University of California, San Diego (UCSD) inpatient Bone Marrow Transplant (BMT) service implemented a transfusion premedication protocol, specifically addressing antihistamine use. Methods: To revise the protocol, a committee was formed. The committee reviewed evidence-based practices, challenges, pharmacology, and costs of antihistamines, and developed an inpatient BMT antihistamine premedication protocol that omitted pre-ordered diphenhydramine and offered cetirizine as a first-choice premedication. Antihistamine premedication was encouraged for high risk patients only. A retrospective comparison of antihistamine prophylaxis pre (2010-2011) and post (2011-2012) protocol implementation was completed. The number of antihistamine doses and transfusions was computed by a count from the electronic medical records. Results: Despite a 14% increase in transfusions, the number of BMT inpatient antihistamine premedication orders decreased by 26%. Diphenhydramine use decreased from 85.9% to 34.2%, while cetirizine use increased from 3.3% to 55.9%. Conclusions: The evidence-based, risk-stratified antihistamine premedication protocol decreased the use of diphenhydramine. Limitations include the retrospective design and lack of data comparing reactions in patients who did and did not receive premedication. Our institution plans to expand this study and complete a prospective evaluation of safely and rationally administered transfusion premedication with the goal to evaluate premedication-related toxicity and methods to improve the quality of life in our patients. [Table: see text]

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Research ethics of the faculty members at higher education – theory and practice

10.18173/2354-1067.2020-0064 ◽

2020 ◽

Vol 65 (8) ◽

pp. 204-211

Author(s):

Huong Tran Thanh

Keyword(s):

Social Sciences ◽

Higher Education ◽

Research Ethics ◽

Faculty Members ◽

Theory And Practice ◽

Social Sciences And Humanities ◽

New Knowledge ◽

Education Theory ◽

University Level ◽

The University

Scientific research is seen as a tool to discover new knowledge and create advanced products for the betterment of society. However, the contribution of research outputs is only valuable unless it is done with the required values and by specific standards. By using questionnaire to conduct a survey on 169 permanent faculty members at the University of Social Sciences and Humanities, HCMC, the author found out that the respondents had adequate perception to research ethics, however, they inadequately perceived the values of research methods, and relationship among stakeholders and research sponsors. From these findings, some recommendations are proposed to improve the research effectiveness at the university level.

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Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior

Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children ◽

10.1177/0888406417700961 ◽

2017 ◽

Vol 40 (2) ◽

pp. 140-153 ◽

Cited By ~ 15

Author(s):

Barbara S. Mitchell ◽

Regina G. Hirn ◽

Timothy J. Lewis

Keyword(s):

Classroom Management ◽

Behavior Management ◽

Empirical Support ◽

Teacher Behavior ◽

Evidence Based ◽

Preparation Programs ◽

Evidence Based Practices ◽

Social Success ◽

Specific Feedback ◽

Support Teacher

Effective classroom instructional and behavior management is essential to ensure student academic and social success. Foundational strategies such as clear expectations and routines, specific feedback, and high rates of opportunities to respond have strong empirical support, yet are often missing from educator repertoires. In this article, the authors provide a brief rationale for the inclusion of evidence-based practices accompanied with recommended resources to identify current and future practices. In addition, they also provide an overview of effective in-service educator professional development, to ensure evidence-based practices are implemented with fidelity, and recommended systemic strategies that schools and school districts can adopt to support teacher learning. Implications for teacher preparation programs also are discussed.

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Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

CBE—Life Sciences Education ◽

10.1187/cbe.15-12-0249 ◽

2016 ◽

Vol 15 (4) ◽

pp. ar75 ◽

Cited By ~ 1

Author(s):

Peggy Brickman ◽

Cara Gormally ◽

Amedee Marchand Martella

Keyword(s):

Teaching Practices ◽

Faculty Perceptions ◽

Student Evaluations ◽

Evidence Based ◽

Peer Observation ◽

Instructional Feedback ◽

College Biology ◽

Constructive Feedback ◽

Peer Evaluations ◽

Feedback Strategies

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback.

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Contrasting 4 Year Outcomes Associated With Introduction to Management Courses

Journal of Management Education ◽

10.1177/10525629211056077 ◽

2021 ◽

pp. 105256292110560

Author(s):

Malu Roldan

Keyword(s):

First Generation ◽

Faculty Members ◽

Underrepresented Minority ◽

Act Scores ◽

Freshman Year ◽

Study Results ◽

University Level ◽

Graduation Outcomes ◽

The University ◽

Skill Building

Management faculty members have had a longstanding interest in the design of the Introduction to Management Course as it presents an opportune point to provide students with the foundational skills for success in their Management Studies. Since many Management majors take these courses during their freshman year in the university, the courses are, intentionally or not, also settings for helping students transition to the university both academically and socially. This paper reports on a study of the 4-year outcomes associated with this potential of Introduction to Management courses to help with students’ transition into university-level studies. Specifically, it contrasts 4-year graduation outcomes among three different Introduction to Management courses taken by a freshman business student cohort of a large, public, university. The study results show a course that focused on life skill building was associated with better 4-year graduation outcomes than theory-driven and business overview classes. Contrary to expectations, the study indicated that there were no significant differences among students enrolled in the classes in terms of other important student characteristics known to impact graduation rates, including underrepresented minority (URM) and first-generation status, SAT or ACT scores, self-reported GPA, and exposure to university-level URM student success and achievement programs.

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General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status

Behavioral Disorders ◽

10.1177/0198742919883570 ◽

2019 ◽

Vol 45 (3) ◽

pp. 183-192

Author(s):

Ambra L. Green ◽

Timothy J. Lewis ◽

Amanda A. Olsen

Keyword(s):

At Risk ◽

General Education ◽

General Education Teachers ◽

Behavioral Disorder ◽

Evidence Based ◽

Title 1 ◽

Evidence Based Practices ◽

Opportunities To Respond ◽

Demographic Groups ◽

Specific Feedback

This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.

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Enhancing Evidence-Based Practice Through University–Practitioner Partnerships

Professional School Counseling ◽

10.1177/2156759x19834437 ◽

2019 ◽

Vol 22 (1b) ◽

pp. 2156759X1983443

Author(s):

Ian Martin ◽

Brett Zyromski ◽

Edward W. Gigliotti

Keyword(s):

School Counseling ◽

School Counselors ◽

School Counselor ◽

Evidence Based Practice ◽

Successful Implementation ◽

Evidence Based ◽

Evidence Based Practices ◽

Partnership Model ◽

Step Model ◽

The University

This article proposes a three-step model for implementing successful university and practitioner partnerships to advance the use of evidence-based practices (EBP) in school counseling. Although an ethical mandate exists to use EBP, many school counselor educators and school counselors struggle to implement EBP in their coursework or at their schools. The university–practitioner partnership model proposed here emphasizes that EBP be taught in coursework, that students reinforce those practices through observation of practitioners using them in their schools, and that students experiment with EBP in their fieldwork. We provide suggestions to support successful implementation of the model.

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