Dataset Information


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 evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback.

SUBMITTER: Brickman P 

PROVIDER: S-EPMC5132372 | BioStudies | 2016-01-01T00:00:00Z

REPOSITORIES: biostudies

Similar Datasets

| S-EPMC5132349 | BioStudies
1000-01-01 | S-EPMC5998327 | BioStudies
2016-01-01 | S-EPMC4769345 | BioStudies
2016-01-01 | S-EPMC5132350 | BioStudies
| S-EPMC5332050 | BioStudies
2016-01-01 | S-EPMC4858357 | BioStudies
2017-01-01 | S-EPMC6310375 | BioStudies
1000-01-01 | S-EPMC4427857 | BioStudies
1000-01-01 | S-EPMC5310824 | BioStudies
2018-01-01 | S-EPMC6108358 | BioStudies