September 6, 2010
It's a difficult question to answer, say Robin Wilson and David Glenn, senior writers for The Chronicle. They explain why assessment efforts struggle to gain acceptance—and why some faculty members worry that attempts to improve teaching quality will cost them autonomy.
A new site from The Chronicle presents graduation rates across states and institutions, puts them in context, and allows you to compare them.
Eighty-three percent of Americans believe the world's temperature is rising. Now researchers are studying why no one wants to talk about it.
Most scientists agree that it's getting hotter. But if you want to know why, and how, and what's going to happen next, the answers aren't as easy.
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The University of Warwick is one of the UK’s leading universities, with an acknowledged reputation for excellence in research and teaching, for innovation, and for links with business and industry. With over 22,000 students and 120...
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Comments
1. vrwhisler - September 07, 2010 at 11:06 am
No one looks over our shoulders to see if students are learning, for the most part. We are only evaluated on teaching by (1) ourselves (in a self-evaluation for our annual evaluation), and (2) by our students (via student evaluations of instruction). With that said, faculty in our department work together to determine outcomes for each class. We recently meet every week for an entire semester to re-design our program to make sure we are teaching what our students need to know. Instructors in upper-level courses tell us what students don't appear to be learning in lower-level courses, and adjustments are expected to be made.
2. fibra - September 11, 2010 at 03:26 pm
Our program uses national standards and specific rubrics to assess learning on the standards. It appears that our approach is working based on national licensure examinations and feedback from internship supervisors and employers.