Learning Organization Today

1
Learning Organization Today
Group
Individual
Background lecture on research
Demonstration discussion of samples

• Application
• creation of
• learning
• survey

Listening
Participating
2
Student Evaluations

• Getting beyond, My teacher dresses well

3
The Research

• Ratings of overall teaching effectiveness are
  moderately correlated with independent measures
  of student achievement.
• Higher exam scores
• Better application of course material
• Increased persistence in major

4
The Research

• Instructors ratings for a given course tend to
  be relatively consistent over successive years.
• Current student and alumni agree

5
The Research

• There is little to no relation between the
  following characteristics and their ratings of
  instructors
• Age
• GPA
• Year in college
• Amount of homework
• Grading standards

6
The Research

• There are relationships between the following
  characteristics and student ratings of
  instruction
• Courses in major higher vs. outside
• gender-appropriate teaching styles(!)
• Class size (smallerhigher)
• Student expectations (faculty reputation)

7
The Research

• Student evaluations given at midterm are
  positively related to improving college teaching
  compared to giving them at the end of the term.

8
The Most Current Research

• Studies 1960-2006 students expected grades have
  a positive and significant effect on evaluations.
• 2008 40.6 of students indicate that they use
  evaluations to punish or promote

9
Alternative Methods of Evaluation

• Teaching portfolio
• Student portfolios
• Well constructed syllabus
• Critical reflection
• Student perception evaluations that focus on
  learning not on the person

10
Types of Student Evaluations

• Online, non-class generated
• Ratemyprofessor.com
• Professor Performance
• Online surveys through BB or SurveyMonkey
• Surveymonkey.com
• In-class general forms
• In-class tailored forms

11
General Forms
12
IDEA Center Forms
13
Course Tailored Forms
14
Class Activity

• Design an evaluation form that is tailored to
  your course that you can administer in the middle
  of the term.
• Questions should be specifically oriented to
  learning objectives and class procedures.