• Structuring Course Delivery Upon Student Evaluation Criteria

      Holt, Emily; Holt, Emily
      Topic: Student perceptions of teaching and evaluation may differ from those of the faculty member teaching the course.  Without dialogue between the students and faculty members, perceptions of effective and ineffective teaching may be unaddressed. This may impair successful outcomes in the course. Context: Dental hygiene students enter the program as a cohort and take the same courses together for 4 semesters.  Since the cohort remains the same for the 23 courses taken while in the Dental Hygiene Program, faculty members can implement similar approaches to teaching and evaluation throughout the 2 years to address student perceptions of effective teaching and evaluation methods. Approach: Before the class session, a framework is created in Microsoft Word which the faculty member uses during the class session to type student feedback while the document is pulled up on the projector.  Fifty minutes is dedicated to open conversation with students to understand what they consider effective and ineffective methods to address five of the ten statements found on the University sponsored course evaluation.  The statements include: The course materials used, such as visuals, texts, handouts, and online items, helped me to learn. The assignments helped me increase my understanding of the course content. The instructor clearly communicated the subject matter. The instructor's teaching style was effective for me. The instructor evaluated me fairly. Following the class session, the faculty member reviews the feedback to determine if she already implements the suggestion, already prevents the problem described, will sometimes implement the suggestion, will work on implementing the suggestion more often, or is unable to implement the suggestion.  A symbol key representing each of the five actions is placed next to each item on the framework sheet.  The document is emailed to students so they know how the faculty member will incorporate their suggestions.  Ten to 15 minutes is spent at the beginning of the next class session to answer questions students have about the results. Reflection: Students tell me they feel like I listen to them and meet their needs.  I better understand what it means to a student to teach and evaluate effectively.  Ultimately, student evaluations of teaching have improved as a result of addressing their preferences in teaching and evaluation.  
    • Teachable Teachers: Using Circumspect Feedback to Improve Teaching and Learning

      Foley, David
      Teachers facilitate student learning, and when student learning outcomes need to improve, teaching practice needs to improve. Teachers may receive wonderful training, envision the ideal standard of teaching, know how to obtain it, and be provided with all the necessary resources to succeed; but teachers must purposefully reflect on that information to know how to incorporate it into teaching practice (Ramos-Rodrguez, Flores Martnez, & Ponte, 2017, p. 87). Accurate, circumspect data concerning the individuals current teaching effectiveness is helpful for the teacher to effectively reflect and improve upon their teaching skill and practice (Salifu, Worlanyo, & Kuyini, 2017, p. 725). Reflective teaching leads to improved student learning when teachers analytically reflect on their teaching practice, student interactions, and personal experience in order to accomplish a desired outcome (Ramos-Rodrguez et al., 2016, p. 89). Feedback from one source is good, but feedback from multiple sources such as oneself, students, colleagues, supervisors, and training materials will provide a more complete data set (Dobbs, p. 10; Vivekananda?Schmidt, MacKillop, Crossley, & Wade, 2013, p. 439). Evaluations can focus on strengths only (Rath, 2017, p. 30) or look at the entire performance and skill set of the person being evaluated (Caretta-Weyer, Kraut, Kornegay, & Yarris, pp. 367-368). Multiple-source feedback facilitates reflective teaching practices and helps instructors improve their teaching philosophy, pedagogy, and practice (Postholm, 2018, p. 429). Reflective teaching means better teaching, which means better student learning. This presentation will discuss the benefits of reflective teaching practices on multiple-source strength-focused and comprehensive feedback to improve teaching and learning outcomes. Additionally, it will suggest a 4-step pattern for incorporating what is learned; a) develop a plan to improve, b) seek a way to be held accountable, c) practice the actions, d) reflect on the outcomes (Sherman, 2012). References Caretta-Weyer, H. A., Kraut, A. S., Kornegay, J. G., & Yarris, L. M. (2017). The View From Over Here: A Framework for Multi-Source Feedback. Journal of Graduate Medical Education, 9(3), 367-368. https://doi.org/10.4300/JGME-D-17-00200.1 Dobbs, K. (2016). 360-Degree Performance Evaluations. Veterinary Team Brief, 4(9), 10-10. Postholm, M. B. (2018). Reflective thinking in educational settings: an approach to theory and research on reflection. Educational Research, 60(4), 427-444. https://doi.org/10.1080/00131881.2018.1530947 Ramos-Rodrguez, E., Flores Martnez, P., & Ponte, J. (2017). An Approach to the Notion of Reflective Teacher and Its Exemplification on Mathematics Education. Systemic Practice & Action Research, 30(1), 85-102. https://doi.org/10.1007/s11213-016-9383-6 Rath, T. (2017). Strengths finder 2.0. New York, NY: Gallup Press. Salifu, I., Worlanyo, E. K., & Kuyini, A. B. (2017). Classroom engagement dynamics: examining the potency of reflective teaching approach among some selected universities in Ghana. Reflective Practice, 18(6), 725-736. https://doi.org/10.1080/14623943.2017.1304373 Sherman, R. O. (2012, October 4). 4 steps to using feedback to improve your performance. Retrieved from https://www.emergingrnleader.com Vivekananda-Schmidt, P., MacKillop, L., Crossley, J., & Wade, W. (2013). Do assessor comments on a multi-source feedback instrument provide learner-centered feedback? Medical Education, 47(11), 1080-1088. https://doi.org/10.1111/medu.12249