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• W1483642790 abstract "Faculty are being held accountable these days for quality teaching, student learning, and student satisfaction like never before (Lowenthal, 2008). While research and publishing are in many ways still the sine qua non for faculty success and promotion as well as institutional prestige (Boyer, 1990), more emphasis is being placed on quality teaching these days (Lowenthal, 2008). At the University of Colorado Denver, like many other institutions, end-of-course student evaluations (called FCQ’s) are one of, and unfortunately more often than not, the most often used method to assess how well individual faculty are teaching. And while research suggests that these evaluations can be useful and even improve aspects of teaching if used in certain ways (e.g., with a consultant or a peer) (McKeachie, 1997), these evaluations often suffer from a number of weaknesses (see McKeachie, 1997). For instance, researchers have expressed concern regarding how such things as class size, grading leniency, workload, and even learning environment and delivery format influence these evaluations (d’Apollonia & Abrami, 1997;; Greenwald & Gillmore, 1997;; Kelly, Ponton, & Rovai, 2007; Marsh & Roche, 1997). While the average faculty member tends to be suspicious of their value, these evaluations appear to do a decent job of measuring student satisfaction. Issues of selectively and inconsistently using these evaluations for tenure and promotion aside, perhaps the biggest problem we find with these evaluations is that faculty often do not receive their end-of-course student evaluations for weeks, if not months after the semester. This is too late to fix any problems with the course in question. Instead, faculty have to wait to make adjustments to the course and their teaching strategies until the next time they teach the course in question. In addition to this timing problem, in our experience, every group of students is slightly different. So, if we make revisions to the spring version of course B, based on end-of-course student evaluations from the fall version of course B, we may address a problem that does not exist. We may also make a change that creates problems with this different group of students. To address this problem, we began using periodic reflection surveys in our courses. We started using them a number of years ago in our face-to-face courses but over time we began using them in our online courses as well. Basically, we use these periodic reflection surveys to customize our courses to each group of students, to help students link new information to their prior experiences, and to encourage students to establish a reflective approach to their career. In the following chapter, we describe how we use reflection surveys, some lessons we have learned, and some tips for ways you can use reflection surveys in your courses." @default.
• W1483642790 created "2016-06-24" @default.
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• W1483642790 date "2011-01-01" @default.
• W1483642790 modified "2023-09-28" @default.
• W1483642790 title "Using reflection surveys to improve teaching and learning" @default.
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