Developing Metrics for Assessing Engineering Instruction What Gets Measured Is What Gets Improved (2009) / Chapter Skim
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3 ASSUMPTIONS
3 ASSUMPTIONS
Pages 12-14
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From page 12... ...
Another significant underlying assumption is that all faculty members are capable of improving their teaching. Just as researchers must constantly update their knowledge and methodologies, instructors should also continue to "update" their teaching practices based on both developments in learning and pedagogy and feedback on their teaching skills.
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From page 13... ...
Similar efforts could be made to increase competency in instructional evaluation by enlisting senior faculty with expertise in teaching along with the participation of graduate students and junior faculty to increase their capabilities as evaluators of instructional effectiveness. Such an investment would utilize the approach used to foster continuous improvement in research techniques through advising and mentoring of graduate students and junior faculty not only to ensure that more, and more capable, individuals had some experience of assessing instructional effectiveness, but also to create a large cadre of faculty with exposure to the concepts of instructional design and delivery and a better understanding of the fields of instructional research.
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From page 14... ...
3. Complex social data, such as teaching evaluations, must be used in accordance with well documented social science practices that have established appropriate interpretations and limitations for deriving results.
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