Faculty Evaluation for Online Learning Institutional Standards and Emerging Practices Ellen Hoffman Eastern Michigan University

Session Overview Faculty evaluation - what are the issues? The case at EMU –History –E-learning standards Discussion - how are your institutions addressing the issue? Are there best practices to consider?

Course evaluation issues Not a scientific method, many studies have revealed issues that make ratings unreliable But institutions continue practice –Provide feedback to instructor –Help students choose courses –Influence faculty tenure and promotion Degree of influence varies by type of institution as well as department

Questions we should ask Who should set evaluation standards? How can we make these systems more effective and meaningful for online learning? What are considerations that must be brought to bear to make the evaluations useful for different stakeholders (administrators, instructors, students)?

A case study from EMU Some pertinent facts –Unionized faculty so many issues governed by contract, not easily changed –Current process more than ten years old Includes faculty reviews by students, peers and department heads All premised on face-to-face classes

Student course evaluation Based on paper and pencil in-class form Two required questions for all faculty –Overall rating of the teaching effectiveness of this instructor –Overall rating of this course Rating scale: A-E & no response Results to faculty about a semester later, published for students after a year Changing because new computer system

Additional questions set by department input process Example from Teacher Education –My instructor displays a clear understanding of course topics –My instructor seems well-prepared for class –My instructor has stimulated my thinking –My instructor readily maintains rapport with this class –I can apply information/skills learned in this course –Grades are assigned fairly and impartially –Assignments are of definite instructional value –My instructor respects students from diverse cultural backgrounds –My instructor respects students regardless of sex, age or race

Not much better for online courses Survey conducted online within course shell, generally lower response rate Some example questions –My instructor has an effective style of presentation –My instructor draws and explains diagrams effectively –My instructor displays enthusiasm when teaching –My instructor is readily available for consultation –I feel free to ask questions in class

Faculty observation Process set by faculty input process at department level Observations required by contract Most departments have both peer and dept. head observations Formal write-ups For all faculty but matters most to those seeking tenure and promotion

Example format for review Organization of content (clarity of purpose and instruction, logical sequence of instruction and appropriate pacing) Knowledge of subject matter (both theoretical and practical issues) Interpersonal interactions and rapport (both teacher- student interactions and interaction among students) Use of teaching materials and resources which engage students actively in the learning process Other observation notes Strengths, areas for development

Time to move forward with needed changes! Outdated system needs fix –Most changes relating to online courses remain unresolved even though online program from mid-1990’s! Committee appointed to review E-learning standards –Charge was for technology –Recognized needs were broader

Recommendations in right direction but vague Observation –Course evaluations will be reflective of online learning environment –Valid for promotion and tenure process –Course observation process is documented with academic department Student evaluation –Course evaluations comply with institutional processes –Course evaluations are customized for WWW format

Long way to go...

Can we do better? Discussion topics –Process to get change going –Finding best practices –Sharing research –Successes and failures –Is it worth it?