Improving College and University Teaching最新文献_第3页

Ratings: Better Use of Student Evaluations for Teaching Effectiveness 评分:更好地利用学生评价教学效果

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533850

M. Pulich

{"title":"Ratings: Better Use of Student Evaluations for Teaching Effectiveness","authors":"M. Pulich","doi":"10.1080/00193089.1984.10533850","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533850","url":null,"abstract":"In introducing material on performance appraisals in the junior/senior personnel managem nt classes that I teach, I always ask this question. \"How many of you [students] have ever formally evaluated someone's per formance in writing?\" Seldom do more than a half dozen hands go up from forty or more students. When asked whether or not they have ever filled out a teacher evaluation form, of course, all hands go up. It is an alarming thought that students complete teacher evalua tions and do not associate this activity with appraising performance. It is even more alarming when one realizes that these students are juniors and seniors, and have been evaluating their professors' performances for at least the last two years. As performance appraisals, teacher evaluations are used to make career decisions regarding faculty mem bers. Teacher evaluations are considered in reappoint ment, promotion, and tenure decisions. These teacher evaluations should be handled in a professional manner, or problems such as inconsistency or halo effect may result. Sometimes the scores are the results of variables beyond the control of the faculty member. Yet the scores count in determining whether a professor is out standing, excellent, good, or average as an instructor. I would offer some suggestions for modifying the use of student-teacher evaluations to improve teaching ef fectiveness. It is just possible that better use of teacher evaluations will enable the students to do a better job of performance appraisal and enable the professor to feel more comfortable with the process.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128426027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Peer Review for Tenure and Promotion in Professional Schools. 职业学校终身教职和晋升的同行评议。

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533848

R. W. Weinbach, Jerry L. Randolph

引用次数: 7

Retesting: A Logical Alternative in College Instruction. 复试:大学教学的合理选择。

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533852

W. M. Cates

引用次数: 4

War and the Humanities: A Small Revolution in Teaching History. 战争与人文:历史教学中的一场小革命。

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533846

C. Hirshfield

引用次数: 1

Ratings: Student Rating Scales for Tenure and Promotion 评分:学生终身职位和晋升评分量表

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533849

Stanley N. Miller

引用次数: 8

Academic Freedom and the Teaching of Religion. 学术自由与宗教教学。

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533847

G. Davis

引用次数: 1

Commentary: A Major Case for the Minor 评论:未成年人的大案

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533845

F. S. Weaver

引用次数: 0

Lectures, Textbooks, and the College Librarian 讲座、教科书和大学图书管理员

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533853

Bruce E. Fleury

引用次数: 2

Hispanic Women: Academic Advisees of High Potential 西班牙裔女性:高潜力的学术顾问

Improving College and University Teaching Pub Date : 1984-05-01 DOI: 10.1080/00193089.1984.10533851

Rosa Quezada, Katherine M. Jones-Loheyde

{"title":"Hispanic Women: Academic Advisees of High Potential","authors":"Rosa Quezada, Katherine M. Jones-Loheyde","doi":"10.1080/00193089.1984.10533851","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533851","url":null,"abstract":"Increasing numbers of qualified Hispanic students are applyi g and gaining admission to post-secondary programs. A study of college students from 14 to 34 years of age demonstrated that of the total 11,230,848 students enrolled in institutions of higher education in fall 1978, 417,271 were Hispanic. Of these students 53,118 were enrolled in universities, 137,236 at other four-year institutions, and 226,917 in two-year institu tions across the United States. The dramatic change may be attributed in part to the increase of Hispanic women enrolled in institutions of higher education from fall 1976-1978. The number of Hispanic females increased from 174,076 to 204,747, an increase of 17.6 percent, while Hispanic males enrolled in institutions increased only 1.3 percent during the same time period. In reviewing Hispanics enrolled in college, a 1976 report on Hispanics on the U.S. mainland stated that while Hispanics are underrepresented in the total enroll ment, the proportion of Hispanic women is equivalent to the proportion of women in general in the total col lege population. In general, Hispanic students are poorer (56 percent are financially independent of their parents), and employed in jobs with longer hours for less pay than are other students. In addition, Hispanic students are likely to be older than their majority counterparts.1 The female Hispanic student faces a variety of poten tial problems as she pursues advanced education or training. Possible barriers to academic success may arise from within her culture and across cultures. Under standing these issues which may inhibit academic suc cess is essential in the advising and counseling process.","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115092135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Israel and New York: Educating the Nontraditional College Student. 以色列和纽约:教育非传统的大学生。

Improving College and University Teaching Pub Date : 1984-02-01 DOI: 10.1080/00193089.1984.10533839

Lila Soll, Cecelia Mccall

{"title":"Israel and New York: Educating the Nontraditional College Student.","authors":"Lila Soll, Cecelia Mccall","doi":"10.1080/00193089.1984.10533839","DOIUrl":"https://doi.org/10.1080/00193089.1984.10533839","url":null,"abstract":"For over a decade, concerted efforts have been made to provi e nontraditional students with access to traditional higher education in such diverse cultural and geographical settings as Israel and New York City. The Israeli Mechina program and the City University of New York's (CUNY) SEEK program both aim to prepare disadvantaged young adults to succeed in demanding university baccalaureate programs. There are some similarities, as well as obvious differences in the two programs, even beyond the diverse cultural back grounds of their populations. Although comparable data to verify the academic success of special program students are unavailable, a comparison of the two pro grams may yield some insight for educators interested in such programs. Both authors have taught reading in the SEEK pro gram at one of CUNY's unit colleges for fourteen years. In addition, they conducted a survey of reading pro grams at CUNY colleges for the University's Office of Academic Affairs. In doing this, they interviewed SEEK directors and other administrators. During a two-month period in Israel they also interviewed a number of Israeli educators and studied materials describing the Israeli educational system. The Israeli Mechina program is a pre-academic pro gram started at Hebrew University in 1963 as a cooperative effort of the Ministry of Defense and the Ministry of Education and Culture. Its purpose was to prepare soldiers from Asian and North African back ground for a university education. During its first six years, the Mechina (or Center of Pre-Academic Studies) graduated 186 students. Of these, 163 obtained degrees and only seven dropped the program. In 1980, 373 Mechina students were enrolled at Hebrew University","PeriodicalId":126898,"journal":{"name":"Improving College and University Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1984-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128042553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0