國立虎尾科技大學 |

Teaching Effectiveness : = Increasing the Relevancy of Student Feedback for Faculty.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teaching Effectiveness :/
其他題名:	Increasing the Relevancy of Student Feedback for Faculty.
作者:	Simpson, C. Joshua.
面頁冊數:	1 online resource (154 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369436563

Teaching Effectiveness : = Increasing the Relevancy of Student Feedback for Faculty.
Simpson, C. Joshua.

Teaching Effectiveness :Increasing the Relevancy of Student Feedback for Faculty. - 1 online resource (154 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2017.

Includes bibliographical references

The purpose of this study was to learn how faculty are using student evaluations of teaching effectiveness (SETE) feedback to guide their teaching related professional development efforts, as well as to increase the relevancy of SETE feedback for faculty at a non-traditional institution of higher education by learning how they come to define and assess their own teaching effectiveness. Participants in this study were primarily adjunct faculty members who work full-time in their professional field who have little to no higher education experience or training prior to being hired to teach. Data for this study were collected via distribution of the Faculty Professional Development Survey. The results of this study suggest that faculty are not utilizing numeric SETE feedback for its intended purpose of guiding professional development and instead rely on other sources of information to assess their teaching performance. Faculty preferences for SETE feedback align with adult learning theories, as adjunct faculty are themselves adult learners when it comes to the art of teaching in higher education. Implications for faculty development programmers, as well as SETE designers are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369436563Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Teaching Effectiveness : = Increasing the Relevancy of Student Feedback for Faculty.
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502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to learn how faculty are using student evaluations of teaching effectiveness (SETE) feedback to guide their teaching related professional development efforts, as well as to increase the relevancy of SETE feedback for faculty at a non-traditional institution of higher education by learning how they come to define and assess their own teaching effectiveness. Participants in this study were primarily adjunct faculty members who work full-time in their professional field who have little to no higher education experience or training prior to being hired to teach. Data for this study were collected via distribution of the Faculty Professional Development Survey. The results of this study suggest that faculty are not utilizing numeric SETE feedback for its intended purpose of guiding professional development and instead rely on other sources of information to assess their teaching performance. Faculty preferences for SETE feedback align with adult learning theories, as adjunct faculty are themselves adult learners when it comes to the art of teaching in higher education. Implications for faculty development programmers, as well as SETE designers are discussed.
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