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Teaching Effectiveness

Teaching Effectiveness Past, Present, Future Tracy Chapman, M.Ed. Executive Director for eLearning and Technology School of Pharmacy and Health Professions tchapman@creighton.edu

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Teaching Effectiveness

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  1. Teaching Effectiveness Past, Present, Future

  2. Tracy Chapman, M.Ed.Executive Director for eLearning and TechnologySchool of Pharmacy and Health Professionstchapman@creighton.edu Ken Keefner, R.Ph., PhDAssociate ProfessorVice ChairDepartment of Pharmacy SciencesSchool of Pharmacy and Health Professionskenkeefner@creighton.edu

  3. Today’s Session… Overview of the challenges we faced and prompts to make changes Process employed to affect change Current status and future plans Our context

  4. “ I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein

  5. Challenges and Prompts • Course evaluations as sole data source for dossiers to document teaching • Faculty consistently received the poorest ratings (P&T) • No validity/reliability tied to tools used for course evaluations • No consistency in tools/questions used • Looking for a new tool for course evaluations • Very little formative assessment • Death by survey

  6. Office for Faculty Development & Assessment Administration School Assessment Committee PharmacyAss’t Cmte PTAss’t Cmte OTAss’t Cmte OASA Existing Structure OLAT

  7. Transforming the Culture Change in Institutional Culture Course Evaluation Teaching Effectiveness Assessing Teaching Effectiveness Build Shared Guide-lines Build Shared Trust Build Shared Motivation Build Shared Language Adapted from Angelo 1999

  8. Process • Stakeholder involvement • External expertise • Collaboration & Communication • Tenacity • Someone ‘leading the charge’ • Worked at multiple levels

  9. School Assessment Committee Pharmacy OT PT Administration Peer Groups Process School of Medicine Office for Faculty Development & Assessment InternalConsultants ExternalConsultants IDEA SGID Facilitators Peer Coaches

  10. “A change is something you do, and a fad is something people talk about.” Peter DruckerManaging in the Next Society

  11. What did we end up with? • Process/Plan for using multiple data points • Multiple Tools for data collection • Agreement on data ownership • Beginning to think about student learning in a more robust way • Cross disciplinary examination/discussion on teaching effectiveness • Decreased ‘death by survey’

  12. Tools Developed/Adapted Teaching Effectiveness Plan Teaching Effectiveness Table – what to use when and for what purposes Annual Course Report form Small Group Instructional Diagnosis (SGID) Peer Mentoring Policies/Procedures Individual Development & Educational Assessment (IDEA)

  13. Individual Development & Educational Assessment • New tool – opportunity for change • Appropriate use of student ratings & student comments • Shared language

  14. SharedLanguage • Course evaluations → Student ratings of instruction • Teaching evaluation → Teaching effectiveness • Faculty focus → Student (learning) focused

  15. New Tool: An Opportunity for Change • Student Learning Focus • Diagnostic Component • Scores Adjusted for Extraneous Influences • What was instructor’s influence on learning? • Documented Validity and Reliability • National Comparative Data • Group Summary Reports • Program Review • Accreditation

  16. Appropriate Use of Student Ratings & Student Comments • Student Ratings can have a positive impact if... • The instrument : • Is “learning focused” and provides a diagnostic • The emphasis for “summative” faculty evaluation is appropriate: • 30%-50% of the overall evaluation of teaching • Use additional sources of evidence • Results are not over-interpreted • 3-5 performance categories • Appropriate use of student comments • Results are representative of instruction: • 6 to 8 classes representing all or nearly all classes taught • More if classes are small

  17. StudentsAreNotQualifiedtoAssess • Faculty expertise • Appropriateness of goals, content, and organization of course • Materials used in delivery • How student work is evaluated, including grading practices

  18. Transforming the Culture Change in Institutional Culture Course Evaluation Teaching Effectiveness Assessing Teaching Effectiveness Build Shared Guide-lines Build Shared Trust Build Shared Motivation Build Shared Language Adapted from Angelo 1999

  19. References Selected References: Arreola R. Developing a Comprehensive Faculty Evaluation System. Bolton, MA; Anker Pub, 2000. Hutchings P. Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. Menlo Park, CA; The Carnegie Foundation for the Advancement of Teaching, 2002. McKeachie W. Teaching Tips. 11th Edition, Boston, MA; Houghton Mifflin Co, 2002. Penny A, Coe R. Effectiveness of consultation on student ratings feedback: a meta-analysis. Review of Educational Research, 74(2): 215-253, 2004. Seldin P. Changing Practices in Evaluating Teaching, Bolton, MA; Anker Pub, 1999. Shulman L. Teaching as Community Property: Essays on Higher Education, San Francisco, CA, 2004. Wergin J. Departments that Work: Building and Sustaining Cultures of Excellence in Academic Programs. Bolton, MA; Anker Pub, 2003.

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