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dc.contributor.authorHolt, Emily
dc.contributor.authorHolt, Emily
dc.date.accessioned2019-11-14T15:49:58Z
dc.date.available2019-11-14T15:49:58Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/154
dc.descriptionPresentation. 3rd Celebration of Teaching & Learning Symposium, February 6, 2019, the University of Southern Indiana
dc.description.abstractTopic: 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.  
dc.subjectfeedback
dc.subjectplanning
dc.titleStructuring Course Delivery Upon Student Evaluation Criteria
html.description.abstract<p>Topic:<br />Student perceptions of teaching and evaluation may differ from those of the faculty member teaching the course.&nbsp; 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.</p> <p>Context:<br />Dental hygiene students enter the program as a cohort and take the same courses together for 4 semesters.&nbsp; 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.</p> <p>Approach:<br />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.&nbsp; 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.&nbsp; The statements include:</p> <ol> <li>The course materials used, such as visuals, texts, handouts, and online items, helped me to learn.</li> <li>The assignments helped me increase my understanding of the course content.</li> <li>The instructor clearly communicated the subject matter.</li> <li>The instructor's teaching style was effective for me.</li> <li>The instructor evaluated me fairly.</li> </ol> <p>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.&nbsp; A symbol key representing each of the five actions is placed next to each item on the framework sheet.&nbsp; The document is emailed to students so they know how the faculty member will incorporate their suggestions.&nbsp; Ten to 15 minutes is spent at the beginning of the next class session to answer questions students have about the results.</p> <p>Reflection:<br />Students tell me they feel like I listen to them and meet their needs.&nbsp; I better understand what it means to a student to teach and evaluate effectively.&nbsp; Ultimately, student evaluations of teaching have improved as a result of addressing their preferences in teaching and evaluation.&nbsp;&nbsp;</p>
dc.contributor.affiliationUniversity of Southern Indiana


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