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A Comparative Case Study of Approaches and Institutional Factors that Affect Assessment of Teaching at a University.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Comparative Case Study of Approaches and Institutional Factors that Affect Assessment of Teaching at a University./
作者:	Onufer, Lindsay.
面頁冊數:	1 online resource (103 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Higher education administration. -
電子資源:	click for full text (PQDT)
ISBN:	9798426865303

A Comparative Case Study of Approaches and Institutional Factors that Affect Assessment of Teaching at a University.
Onufer, Lindsay.

A Comparative Case Study of Approaches and Institutional Factors that Affect Assessment of Teaching at a University. - 1 online resource (103 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--University of Pittsburgh, 2021.

Includes bibliographical references

For the past several decades, researchers have identified problems with the validity and reliability of student opinion of teaching survey (teaching survey) results, leading many researchers and faculty members to conclude that conducting comprehensive, meaningful assessment of teaching requires using multiple measures to collect and triangulate data from students, faculty peers, administrators, and others (AAUP, 1975; Arreola, 2007; Benton & Cashin, 2014; Berk, 2006; Vasey & Carroll, 2016). Despite the criticism of overreliance on teaching surveys, most institutions (Vasey & Carroll, 2016), including the University of Pittsburgh, continue using them as the primary means of assessing teaching effectiveness, and much is to be learned about how a university or academic unit can move to more comprehensive methods. In 2021, the University of Pittsburgh began an institution-wide process to create and implement plans to broaden and improve assessment of teaching. Using document analysis of assessment of teaching plan documents, I examined the approaches to and comprehensiveness of academic units' assessment of teaching plans. I conducted faculty focus groups to identify institutional factors that faculty perceived as having facilitated or impeded assessment of teaching planning. Results indicate that units that took team-based middle-out approaches, which required more faculty involvement than top-down, leader-led approaches, created more comprehensive plans. Focus group data analysis results also suggest that access to resources and aspects of unit culture affect this type of institutional change. Institutional drivers and barriers were also context-specific at the unit-level. This study concludes with recommendations for how various stakeholders at the University of Pittsburgh and change agents in other higher education institutions can facilitate assessment of teaching planning and improvement moving forward.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798426865303Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

A Comparative Case Study of Approaches and Institutional Factors that Affect Assessment of Teaching at a University.
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