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

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.

COVID-19 Effects on Communication Course and Faculty Evaluations

Student evaluations of teaching (SETs) are utilized by universities as one component in assessing course effectiveness, despite evidence in the research regarding their validity. With the global COVID-19 pandemic, many universities rapidly transitioned teaching modalities from face-to-face to online learning, regardless of the faculty experience. This study investigates the effects on SETs of the rapid transition in teaching modalities for all sections of courses occurring during COVID-19 compared with all sections of courses taught within a Communication department at a large public research university over the past 8 years. The results indicate moderate effects from the rapid transition to online learning.

A new roadmap for social medicine curriculum design based on mixed methods student and faculty evaluations of the preclinical curriculum

Background To support the development of social medicine curricula that empower medical school graduates to redress health inequities, we conducted a mixed methods student and faculty evaluation of an expanded and innovative preclinical social medicine curriculum. Methods We implemented a longitudinal, interactive preclinical social medicine curriculum that was closely integrated with foundational science teaching then conducted a survey-based mixed methods student and faculty curriculum evaluation. Based on these results, we propose a novel conceptual roadmap for social medicine curriculum design. Results Student and faculty evaluations of an expanded and innovative longitudinal preclinical social medicine curriculum were strongly favorable. Both student and faculty respondents indicated a particular desire for deeper coverage of race and poverty among other social medicine domains. Qualitative student evaluations highlighted the importance of faculty champions to social medicine teaching as well as the educational impact of stories that exemplify the practical impact of the social determinants of health on specific patient experiences. Qualitative faculty evaluations pointed to the challenges of curriculum integration and the need for faculty career development in social medicine teaching. Conclusions Based on mixed methods student and faculty curriculum evaluation data, we propose a novel conceptual roadmap for the design of social medicine curricula at other institutions.

Pedagogical Reflection

Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education institutions, especially in the United States, are focused on assessment, outcomes, student performance, and retention, little time is focused on particular pedagogical choices or interaction with students. Numerous studies demonstrate that faculty-student interaction has a remarkable impact on student success. This paper, a Scholarly Personal Narrative (SPN), explores the value of sustained pedagogical reflection and how such reflection can benefit instructors and their students.

Faculty Evaluations Provide Solutions to Online Teaching of Evidenced-Based Practice

Background: The purpose of this report is to provide solutions to improving online course teaching for the challenging topic of Evidenced-Based Practice.Evidence-based practice courses five weeks in length with assignments that would enlist the creativity of the student if allowed to conduct a clinical project.Methods: The student was given a choice on a hypothetical patient and clinical topic to base their research on for the course. Virtual meetings and video recordings were used to conduct the course.Results: An improvement from a 3.1 to a 3.8 on course evaluations and 3.9 on faculty evaluations by students which gave a conformation that the student obtained knowledge from this course online environment.Conclusion: An understanding of the learner needs is incredibly important and an emphasis on audiovisual format which enhances knowledge acquisition of complex course content. As instructors, innovative thinking, and application of course content delivery is needed for today’s student.