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Abstract Title: Faculty Perspectives about Institutional Assessment of Teaching Effectiveness
Abstract: Faculty and their institutions should have a shared set of metrics by which they measure teaching effectiveness.  Unfortunately, the current situation at most institutions is far from this ideal.  As part of a larger interview study, physics faculty were asked to describe how their institutions evaluate teaching effectiveness. The most common response was that institutions commonly rely on anonymous numerical ratings of courses by students (student evaluations of teaching effectiveness) for most or all of their assessment.  Faculty were often skeptical that the metrics used by their institutions were sufficient to reasonably evaluate teaching effectiveness.  In this poster we present faculty perspectives of institutional evaluation of teaching effectiveness and compare these to the research literature on the evaluation of teaching effectiveness.
Abstract Type: Contributed Poster

Contributed Poster

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Author/Organizer Information

Primary Contact: Charles Henderson
Western Michigan University
and Co-Presenter(s)
Chandra Turpen, Western Michigan University
Melissa Dancy, University of Colorado at Boulder