Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

ABSTRACT: Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evalu

SUBMITTER: Brickman P 

PROVIDER: S-EPMC5132372 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature