FACULTY SENATE

2005-2006

Summer Research Fellowship Recipients for Summer 2006

Ginette Aley, Assistant Prof - History

Adrian Gentle, Assistant Prof - Math

Albert David Hitchcock, Assistant Prof - Spanish

Anton Maria, Assistant Prof - Geology

Evan Millam, Assistant Prof - Chemistry

Mary Hallock Morris, Assistant Prof - Political Science

Elizabeth Passmore, Assistant Prof - English

Brent Summers, Assistant Prof - Biology

FALL 2005 MEETINGS – Break out sessions

• How do you define effective teaching?

• How do you identify its characteristics?

• How do you measure these?

EFFECTIVE TEACHING CHARACTERISTICS

number of mentions / 182 surveys

Student interest / enthusiasm / engaged

68

Knowledge/ Understanding of Subject

60

Passion for teaching 35

Students continue learning / do extra work

24

Organized 23

Accessible / approach 23

Communicate effectively / multiple methods

22

Demonstrate relevancy of course materials

18

Caring/ Respectful 13

Follow syllabus 7

Personal experience 3

Uses Text 2

EFFECTIVE TEACHING MEASURING

number of mentions / 182 surveysPeer Evaluation 66

Tests / assignments 61

Critical thinking / apply concepts

56

SET - fill in dot 38

Self reflection / developed philosophy

30

Tracking of future progress 29

Students ask questions / attentive

23

Retention / student attendance

15

SET - open ended 13

Grades 11

Feedback out of class 6

Recommend / take again 3

WORKSHOPS

Evaluating Teaching through Peer Classroom

ObservationTim Schibik

Articulating and Assessing Learning

Outcomes Paul Parkison

Teaching PortfoliosJerry Cain & Kevin

Celuch

Anti-plagiarism Tools and

TechniquesKaren Bonnell & Susan Metcalf

The Teaching Philosophy Statement

Sudesh Mujumdar

Syllabus Development: Sharing Some

Lessons Learned Over Time

Joe Palladino

SETs

Two principle attributes

Purpose and Delivery

PURPOSE

SUMMATIVE - Evaluative

Two Main Stakeholders – Faculty & Administration

Faculty Survey – Faculty Senate SET committee to write questions

Chairs & Deans – right to add questions with faculty review

FORMATIVE - Pedagogical

Individual faculty designed, or a common library

Directed solely to administering instructor

Students are capable of evaluating

Scale= 1-4 (4 most & 1 least capable)

Instructor's Enthusiasm 3.61

Instructor's Concern and Respect for Students 3.55

Instructor's Communication Skills/Clarity 3.52

Instructor Availability (outside of class) 3.38

Overall Course Satisfaction 3.15

Instructor's Ability to Stimulate Learning 3.07

Usefulness of Course Examples 3.01

Instructor's Organization of Course Materials 2.94

Instructor's Adaptability/Flexibility 2.88

Instructor's Consistency/Perceived Fairness 2.81

Instructor's Commitment to Teaching 2.73

Desire of Instructor to Teach 2.71

PURPOSE

SUMMATIVE - Evaluative

Two Main Stakeholders – Faculty & Administration

Faculty Survey – Faculty Senate SET committee to write questions

Chairs & Deans – right to add questions with faculty review

FORMATIVE - Pedagogical

Individual faculty designed, or a common library

Directed solely to administering instructor

DELIVERY SYSTEM

Firewall between summative and formative

Options - paper or electronic

Costs – Financial & Time

IDENTIFIED ONE POTENTIAL VENDOR –

Schedule spring semester campus visit

Senate SET committeeOpen session(s) with faculty

TRANSITION

Overlap with PurduesEstablish validity and

consistency of summative questions

Evaluating Teaching through Peer Classroom

ObservationTim Schibik

Articulating and Assessing Learning

Outcomes Paul Parkison

Kleymeyer Hall (LA 0101) LA 1016

   

Teaching PortfoliosJerry Cain & Kevin

Celuch

Anti-plagiarism Tools and Techniques

Karen Bonnell & Susan Metcalf

UC 201 Carter Hall

   

The Teaching Philosophy

Statement Sudesh Mujumdar

Syllabus Development: Sharing Some

Lessons Learned Over Time

Joe Palladino

LA 1015 LA 1003