We regularly get course evaluation results, and they aren’t the kind of feedback most of us want. At least, that’s what the results of a recent survey showed. Questionnaire responses from almost 350 biology faculty members representing 185 different institutions found that 41 percent were
Since course evaluations started being collected online, response rates have plummeted. In one study they ranged from 23 percent to 47 percent with the mean at 33 percent, compared with a range of 33 percent to 75 percent with a mean of 56 percent for
Student evaluations can be used to improve teaching, and here’s an excellent resource to inform those efforts. Author Guy Boysen writes, “The purpose of this teacher-ready review is to provide a comprehensive, empirically-based guide for the use of student evaluations to improve teaching” (p. 273).
I’ve been thinking here lately about that long mid-career stretch where there is no clearly defined beginning or ending. You’re no longer a new faculty member, but aren’t yet an old one. From a pedagogical perspective, what makes that time window unique? In a recent
I have been wanting to do a blog post on tired teaching for some time now. Concerns about burnout are what’s motivating me. Teachers can reach a place where teaching does nothing for them or their students. They don’t just wake up one morning and
My wiper blades needed to be replaced. I hate these kinds of tasks; they make me feel completely inadequate. But I was doing a lot of reading about learning, and I was looking for concrete examples in my own life to help me better understand
From a dictionary: per·so·na, pərˈsōnə/ noun
persona; plural noun: personae; plural noun: personas
the aspect of someone’s character that is presented to or perceived by others.
“her public persona”: synonyms: image, face, public face, character, personality, identify, self
From the writings of university teachers:
“…in
In higher education, we often think about how we can improve our teaching and learning. If you are like me, you wrestle with this question after a well-prepared lecture does not go as expected, or as you are trying to make sense of your student
I recently taught my son how to drive a stick shift. I sat in the passenger seat explaining how to work the pedals and the shift, and he did what everyone does in that situation: jerk, stall, jerk, stall, and feel frustration. He was doing
Reflect on these questions and then discuss them with a colleague, with your department, or with other interested parties:
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