Evaluating Teaching in Adult Education

2010 ◽  
pp. 824-837
Author(s):  
James B. Martin ◽  
Royce Ann Collins
Keyword(s):  
Adult Education ◽  
Faculty Development ◽  
Liberal Arts ◽  
Evaluation System ◽  
Faculty Evaluation ◽  
Full Time ◽  
Development Programs ◽  
Formal Instruction ◽  
Time Faculty

Teaching is the bedrock of the learning environment; however, few instructors receive formal instruction on how to teach. While the quality of teaching adults can be assessed in numerous ways, these authors used their experience of creating faculty development programs at small, liberal arts universities to discuss instructor selection, student ratings, mentorship, and peer review. Looking through the lens of formative assessment (evaluation for improvement rather than judgment) and faculty development, this chapter looks at creating a faculty evaluation system which will grow instructors. While many of the items discussed in this chapter could be used with full-time faculty, the focus for these authors is the adjunct community who teach in many adult education programs.

scholarly journals A Case Study on Faculty and Professional Advisor Perceptions on Academic Advising

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Agatha O'Brien-Gayes ◽  
Kerry Spitze
Keyword(s):  
Academic Advising ◽  
Liberal Arts ◽  
Quantitative Difference ◽  
Full Time ◽  
Promotion And Tenure ◽  
Policies And Procedures ◽  
Liberal Arts Institution ◽  
Time Faculty ◽  
Tenure Process

This case study addressed the attitudes and perceptions of faculty and professional advisors at a public comprehensive liberal arts institution. Based on a survey administered to full-time faculty and professional advisors in Fall 2009, the results showed a quantitative difference in levels of satisfaction with advising between the groups. Faculty resported a desire to function more in a mentoring capacity as well as increased recognition for advising during the promotion and tenure process, and identified a systemic need for better communication of policies and procedures. Professional advisors also raised these concerns but reported a higher level of overall satisfaction with advising. Concrete strategies to improve advising delivery were identified. Some preliminary best practices were addressed.

SOAP Notes During APPEs: Assessment of Student Performance

2019 ◽  
pp. 089719001988527
Author(s):  
Timothy Nguyen ◽  
Elaine Wong ◽  
Zhe Wang ◽  
Tamara Goldberg
Keyword(s):  
Student Performance ◽  
Objective Assessment ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Full Time ◽  
Institutional Review ◽  
Significant Performance ◽  
Academic Year ◽  
Time Faculty

Objectives: To evaluate and compare students’ ability to perform in each area of the subjective, objective, assessment, and plan (SOAP) note during advanced pharmacy practice experiences (APPEs) within an academic year. This study also aimed to compare the quality of SOAP notes between semesters: summer (1-3 rotation blocks), fall (4-6 rotation blocks), and spring (7-9 rotation blocks). Methods: During internal medicine and acute-care APPEs, students were required to submit a minimum of 2 SOAP notes. Each SOAP note was assessed by a full-time faculty member at a College of Pharmacy. Students were rated on the ability to perform in each area of the SOAP note using a rubric with a scale of 1 to 5 (1 = unacceptable/needs significant improvement, 5 = exemplary). This study was granted exempt approval by the Long Island University institutional review board. Results: Quality of the SOAP note summer versus fall versus spring rotations: Thirty-four SOAP notes were assessed during the summer, 48 SOAP notes were assessed during the fall, and 46 SOAP notes were assessed during the spring. Students performed similarly regardless of the semester they took for “subjective/objective, assess, and plan.” All P values were nonstatistically significant. Performance on SOAP note #1 versus SOAP note # 2: On overall rubrics for SOAP notes 1 versus SOAP notes 2, students did better on SOAP notes 2 after feedback, and an opportunity to improve was provided. There were statistically significant differences on all areas of SOAP note “subjective/objective, assess, and plan.” Conclusion: Overall, students performed adequately on the SOAP note activity during APPE rotations. Students performed similarly regardless of the semester/time when students took the APPEs during an academic year.

scholarly journals Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes

2014 ◽  
Vol 17 (2) ◽  
pp. 208-219
Author(s):  
Meredith DeCosta ◽  
Emily Bergquist ◽  
Rick Holbeck ◽  
Scott Greenberger
Keyword(s):  
Qualitative Content Analysis ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Full Time ◽  
Online Faculty ◽  
Teaching Expertise ◽  
Post Secondary ◽  
Extensive Body ◽  
Online Distance ◽  
Time Faculty

Abstract Post-secondary institutions around the world use various methods to evaluate the teaching performance of faculty members. Effective evaluations identify areas of instructional strength, provide faculty with opportunities for growth, and allow for reflective inquiry. While there is an extensive body of research related to the evaluation of faculty in traditional settings, there have been few studies examining online faculty members’ perceptions of evaluation processes. The present study involved dissemination of an e-survey to online full-time faculty at a large university in the Southwest United States, as well as qualitative content analysis of survey data. Findings suggest that online full-time faculty expressed interest in improvement as instructors, distinct from modality, and preferred descriptive, qualitative, and holistic feedback rather than quantitative or punitive feedback. Further, participants articulated a desire to be evaluated by those with content-specific knowledge rather than teaching expertise in the online environment. This study has implications for online distance administrators and those stakeholders involved in online faculty evaluation. Additional research is needed to continue to establish a baseline for how online faculty members conceptualize ideal evaluation processes.

scholarly journals Faculty development programs improve the quality of Multiple Choice Questions items' writing

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Hamza Mohammad Abdulghani ◽  
Farah Ahmad ◽  
Mohammad Irshad ◽  
Mahmoud Salah Khalil ◽  
Ghadeer Khalid Al-Shaikh ◽  
...  
Keyword(s):  
Faculty Development ◽  
Multiple Choice ◽  
Development Programs ◽  
Multiple Choice Questions

scholarly journals Improving Quality of Management Science

2015 ◽  
Vol 4 ◽  
pp. 53-55
Author(s):  
Shambhu Prasad Patel
Keyword(s):  
Faculty Development ◽  
Management Science ◽  
Quality Of Education ◽  
Development Programs ◽  
Traditional Curriculum ◽  
Strong Commitment ◽  
Conducive Environment

This article attempts to point out history, development and problems of management science in the Faculty of Management. The quality of management science in most management campuses has deteriorated to the worst level which may be attributed to the lack of the faculties of management science, non existenceof the department of management science, traditional curriculum, lack of conducive environment for research, teaching, publication, dissemination as well as lack of faculty development programs. Improving quality of education in the management science is not an impossible dream but it requires strong commitment, cooperation and effort from all stakeholders.DOI: http://dx.doi.org/10.3126/av.v4i0.12359Academic Voices Vol.4 2014: 53-55

A survey of dental faculty development programs

1986 ◽  
Vol 50 (12) ◽  
pp. 728-730 ◽  
Author(s):  
WH Garbee ◽  
EA Strother ◽  
E Ferraro
Keyword(s):  
Faculty Development ◽  
Development Programs

A proposed method for assessing the quality of sealants - the CCC Sealant Evaluation System

2001 ◽  
Vol 29 (2) ◽  
pp. 83-91 ◽  
Author(s):  
Christopher Deery ◽  
Hazel E. Fyffe ◽  
Zoann J. Nugent ◽  
Nigel M. Nuttall ◽  
Nigel B. Pitts
Keyword(s):  
Evaluation System
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