Documenting Your Teaching and Student Evaluations Center for Teaching Excellence Duquesne University Notes on in Liberal Arts>Laurel’s notes 2003

What to Keep for Documenting Your Teaching Syllabus Sample assignments Samples of student work (with permission) Sample lesson plans Sample tests and quizzes Notes and reflections ALL Course evaluations --Written and electronic portions Any observation forms and notes completed for you by faculty and TA colleagues

Benefits of Documenting Your Teaching All your teaching files are organized for future use/revision Immediately document any necessary changes on quizzes, assignments, etc. Teaching materials are often required for: The job search/application process TA award dossier Aspects of Certificate of University Teaching

Faculty or Peer Observations Several weeks in advance, ask an instructor to observe you Some supervisors visit classes regularly and give you feedback Meet with the observer beforehand to tell him/her your goals for the particular class period. You may also want to provide a syllabus so the observer can see how the class fits into the larger goals of the semester Meet with the observer afterward, to get his/her feedback CTE can provide you with guiding questions or an observation form Faculty observations are required for the TA award

Early Course Evaluation Benefits: You have time to make changes to the course before the semester ends You open the lines of communication between teacher and student You choose the method, time, and type of evaluation, which allows you to tailor it to your own concerns and/or teaching goals Early course evaluation is optional, but encouraged

Methods of Early Course Evaluation Open-ended questions I learn best when my professor… I learn best when I… In order to prepare for class I… “K Q S” Keep doing Quit doing Start doing Traffic Light Survey Red (Stop) Yellow (Slow) Green (Go)

Methods of Early Course Evaluation Checklist Format: Focus on the actions that are reasonable for you to stop/start. Add an open-ended question for additional feedback. Source: Teaching What You Don’t Know by Therese Huston

End of Semester Student Evaluation Survey (SES) Required by University Anonymous student responses Survey open to students online 2 weeks prior to final exam Students receive email notices for each course Faculty can see response rate throughout 2 week period and encourage students to participate An idea: you may ask students to complete SES as homework to increase participation (CTE recommends NOT for grade points) Approx 4 weeks after final exam period, instructor will have access to results

Student Evaluation: Students indicate how much they agree with statements about the instructor Items are randomly ordered for students 25 Questions in 5 Domains Items are grouped by domain on the report to faculty: Instructional design Instructional delivery Attitudes toward student learning Out of class availability

Domain A: Instructional Design 3) The assignments were helpful in acquiring a better understanding of course objectives. 7) The instructor made it clear how students would be assessed. 11) The instructor provided constructive feedback on course assignments and exams.

Domain B: Instructional Delivery 2) The instructor was enthusiastic about teaching. 9) The instructor helped me to understand the relevance of this course. 13) The instructor used various instructional strategies to get points across in class. 14) The instructor was well prepared for the course 16) The instructor’s explanations were clear. 19) The objectives of the course were well explained.

Domain C: Attitudes toward Student Learning 1) The instructor helped me to understand the material in this course. 4) The instructor treated students with respect. 6) The instructor created a learning environment in which students felt comfortable asking questions. 8) The instructor returned graded materials within an appropriate time frame. 15) The instructor stimulated my thinking. 18) The instructor was concerned with whether or not the students learned the material.

Domain D: Out of Class Availability 5) The instructor encouraged students to seek help if needed. 10) Assistance from the instructor was readily available if I sought help. 12) The instructor responded to my communications in a timely manner. 17) Communication with the instructor was helpful.

Student Evaluation: Written Comments What aspects of this instructor’s teaching were most effective? How could this instructor improve his/her teaching effectiveness?