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emotional intelligence signs

13 Signs of High Emotional Intelligence

Wonder what emotional intelligence looks like in everyday life? Here are 13 examples.

https://www.inc.com/justin-bariso/13-things-emotionally-intelligent-people-do.html

In 1995, psychologist and science journalist Daniel Goleman published a book introducing most of the world to the nascent concept of emotional intelligence. The idea–that an ability to understand and manage emotions greatly increases our chances of success–quickly took off, and it went on to greatly influence the way people think about emotions and human behavior.

But what does emotional intelligence look like, as manifested in everyday life?

1. You think about feelings.

  • What are my emotional strengths? What are my weaknesses?
  • How does my current mood affect my thoughts and decision making?
  • What’s going on under the surface that influences what others say or do?

2. You pause.

pausing helps you refrain from making a permanent decision based on a temporary emotion.

3. You strive to control your thoughts.

By striving to control your thoughts, you resist becoming a slave to your emotions, allowing yourself to live in a way that’s in harmony with your goals and values.

4. You benefit from criticism.

When you receive negative feedback, you keep your emotions in check and ask yourself: How can this make me better?

5. You show authenticity.

You know not everyone will appreciate your sharing your thoughts and feelings. But the ones who matter will.

6. You demonstrate empathy.

The ability to show empathy, which includes understanding others’ thoughts and feelings, helps you connect with others. Instead of judging or labeling others, you work hard to see things through their eyes.

Empathy doesn’t necessarily mean agreeing with another person’s point of view. Rather, it’s about striving to understand–which allows you to build deeper, more connected relationships.

7. You praise others.

by sharing specifically what you appreciate, you inspire them to be the best version of themselves.

8. You give helpful feedback.

Negative feedback has great potential to hurt the feelings of others. Realizing this, you reframe criticism as constructive feedback, so the recipient sees it as helpful instead of harmful.

9. You apologize.

Emotional intelligence helps you realize that apologizing doesn’t always mean you’re wrong. It does mean valuing your relationship more than your ego.

10. You forgive and forget.

When you forgive and forget, you prevent others from holding your emotions hostage–allowing you to move forward.

11. You keep your commitments.

 

12. You help others.

Actions like these build trust and inspire others to follow your lead when it counts.

13. You protect yourself from emotional sabotage.

You realize that emotional intelligence also has a dark side–such as when individuals attempt to manipulate others’ emotions to promote a personal agenda or for some other selfish cause.

And that’s why you continue to sharpen your own emotional intelligence–to protect yourself when they do.


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more on emotional intelligence in this IMS blog
http://blog.stcloudstate.edu/ims?s=emotional+intelligence

intelligence measure

Intelligence: a history

Intelligence has always been used as fig-leaf to justify domination and destruction. No wonder we fear super-smart robots

Stephen Cave

https://aeon.co/essays/on-the-dark-history-of-intelligence-as-domination

To say that someone is or is not intelligent has never been merely a comment on their mental faculties. It is always also a judgment on what they are permitted to do. Intelligence, in other words, is political.

The problem has taken an interesting 21st-century twist with the rise of Artificial Intelligence (AI).

The term ‘intelligence’ itself has never been popular with English-language philosophers. Nor does it have a direct translation into German or ancient Greek, two of the other great languages in the Western philosophical tradition. But that doesn’t mean philosophers weren’t interested in it. Indeed, they were obsessed with it, or more precisely a part of it: reason or rationality. The term ‘intelligence’ managed to eclipse its more old-fashioned relative in popular and political discourse only with the rise of the relatively new-fangled discipline of psychology, which claimed intelligence for itself.

Plato conclude, in The Republic, that the ideal ruler is ‘the philosopher king’, as only a philosopher can work out the proper order of things. This idea was revolutionary at the time. Athens had already experimented with democracy, the rule of the people – but to count as one of those ‘people’ you just had to be a male citizen, not necessarily intelligent. Elsewhere, the governing classes were made up of inherited elites (aristocracy), or by those who believed they had received divine instruction (theocracy), or simply by the strongest (tyranny).

Plato’s novel idea fell on the eager ears of the intellectuals, including those of his pupil Aristotle. Aristotle was always the more practical, taxonomic kind of thinker. He took the notion of the primacy of reason and used it to establish what he believed was a natural social hierarchy.

So at the dawn of Western philosophy, we have intelligence identified with the European, educated, male human. It becomes an argument for his right to dominate women, the lower classes, uncivilised peoples and non-human animals. While Plato argued for the supremacy of reason and placed it within a rather ungainly utopia, only one generation later, Aristotle presents the rule of the thinking man as obvious and natural.

The late Australian philosopher and conservationist Val Plumwood has argued that the giants of Greek philosophy set up a series of linked dualisms that continue to inform our thought. Opposing categories such as intelligent/stupid, rational/emotional and mind/body are linked, implicitly or explicitly, to others such as male/female, civilised/primitive, and human/animal. These dualisms aren’t value-neutral, but fall within a broader dualism, as Aristotle makes clear: that of dominant/subordinate or master/slave. Together, they make relationships of domination, such as patriarchy or slavery, appear to be part of the natural order of things.

Descartes rendered nature literally mindless, and so devoid of intrinsic value – which thereby legitimated the guilt-free oppression of other species.

For Kant, only reasoning creatures had moral standing. Rational beings were to be called ‘persons’ and were ‘ends in themselves’. Beings that were not rational, on the other hand, had ‘only a relative value as means, and are therefore called things’. We could do with them what we liked.

This line of thinking was extended to become a core part of the logic of colonialism. The argument ran like this: non-white peoples were less intelligent; they were therefore unqualified to rule over themselves and their lands. It was therefore perfectly legitimate – even a duty, ‘the white man’s burden’ – to destroy their cultures and take their territory.

The same logic was applied to women, who were considered too flighty and sentimental to enjoy the privileges afforded to the ‘rational man’.

Galton believe that intellectual ability was hereditary and could be enhanced through selective breeding. He decided to find a way to scientifically identify the most able members of society and encourage them to breed – prolifically, and with each other. The less intellectually capable should be discouraged from reproducing, or indeed prevented, for the sake of the species. Thus eugenics and the intelligence test were born together.

From David Hume to Friedrich Nietzsche, and Sigmund Freud through to postmodernism, there are plenty of philosophical traditions that challenge the notion that we’re as intelligent as we’d like to believe, and that intelligence is the highest virtue.

From 2001: A Space Odyssey to the Terminator films, writers have fantasised about machines rising up against us. Now we can see why. If we’re used to believing that the top spots in society should go to the brainiest, then of course we should expect to be made redundant by bigger-brained robots and sent to the bottom of the heap.

Natural stupidity, rather than artificial intelligence, remains the greatest risk.

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more on intelligence in this IMS blog
http://blog.stcloudstate.edu/ims?s=intelligence

emotional intelligent leader

6 Proven Ways to Spot an Emotional Intelligent Leader

Directing attention toward where it needs to go is a primal task of leadership.
http://www.inc.com/lolly-daskal/6-proven-ways-to-spot-an-emotional-intelligent-leader.html

1. They have self- awareness. Emotionally intelligent leaders understand their own emotions and know how to manage them. They don’t speak out of frustration or anger; they control their emotions and wait to speak up until their feelings have settled and they have processed their thoughts. They don’t react in the heat of the moment but wait to respond.

2. They respond to criticism and feedback. Every leader faces feedback, some of it negative. Emotionally intelligent leaders don’t become defensive or take it personally. They listen, process, and genuinely consider other points of view, and because they’re always looking to improve, they know how to accept sincere critiques.

3. They know how to generate self-confidence. Emotionally intelligent leaders share a healthy dose of confidence but never cross the line into arrogance. When they don’t understand something, they ask open-ended questions that aim to gather information, not challenge or argue. They know how to give and take in a way that generates confidence.

4. They know the importance of checking their ego.Leaders who have to demonstrate their own importance or value are not yet connected to true leadership or emotional intelligence. Those who are know how to speak and act out of concern of others. They don’t always have to be the center of attention, and they would never take credit for the work of others. Secure in their own abilities, they’re generous and gracious to others.

5. They know how to embody empathy. Leaders with emotional intelligence can put themselves in others’ shoes. They listen with genuine interest and attention and make it a point to understand, then give back in a way that benefits themselves and others. They know how to create win-win situations.

6. They know how to engage with empowerment. The best leaders–the ones with the highest EQs–make it their mission to believe in others and empower them to believe in themselves. Instead of focusing on themselves they know it’s the power of the people that makes leadership successful, so that’s where they focus their efforts.

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more about leadership in this IMS blog
http://blog.stcloudstate.edu/ims?s=leadership

music education intelligence

bibliography on the impact of music on intellectual development.

Does music help learn better? get smarter? advance in life?

keywords: music, education, intelligence.

Misra, S., & Shastri, I. (2015). Pairing Linguistic and Music Intelligence. International Journal Of Multidisciplinary Approach & Studies, 2(5), 32-36.

Costa-Giomi, E. (2015). The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities. Update: Applications Of Research In Music Education, 33(2), 20-26.

Pelayo, J. M. G., & Galang, E. (2013). Social and Emotional Dynamics of College Students with Musical Intelligence and Musical Training: A Multiple Case Study. Retrieved from http://eric.ed.gov/?id=ED542664
Neves, V., Tarbet, V. (2007). Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process. Retrieved from http://eric.ed.gov/?id=ED499123
Conzelmann, K., & Süß, H. (2015). Auditory intelligence: Theoretical considerations and empirical findings. Learning And Individual Differences, 4027-40. doi:10.1016/j.lindif.2015.03.029

Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal Of Research In Music Education, 58(3), 276-293.

Silvia, P. J., Thomas, K. S., Nusbaum, E. C., Beaty, R. E., & Hodges, D. A. (2016). How Does Music Training Predict Cognitive Abilities? A Bifactor Approach to Musical Expertise and Intelligence. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/aca0000058

Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students. International Journal Of Music Education, 30(1), 57-78.

Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13.

Schellenberg, E. G. (2011). Music lessons, emotional intelligence, and IQ. Music Perception, 29(2), 185-194. doi:10.1525/mp.2011.29.2.185

Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests?. Cognitive Processing, 15(1), 77-84. doi:10.1007/s10339-013-0574-0

Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201. doi:10.1525/mp.2011.29.2.195

Sharpe, N. N. (2014). The relationship between music instruction and academic achievement in mathematics. Dissertation Abstracts International Section A, 75. 

keywords: music, education, multimedia.

Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.

le Roux, I., & Potgieter, H. M. (1998). A Multimedia Approach to Music Education in South Africa.

Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.
Ho, W. (. (2009). The role of multimedia technology in a Hong Kong higher education music program. Visions Of Research In Music Education, 1337.
Bolden, B. (2013). Learner-Created Podcasts: Students’ Stories with Music. Music Educators Journal, 100(1), 75-80.
Orlova, E. (. (2013). Музыкальное образование и мультимедиа-проекты. Mediamuzyka/Mediamusic, 2
Moškarova, N. (. (2010). Педагогические условия интеграции мультимедийных технологий в процесс профессионального музыкального образования студентов вузов культуры и искусств. Vestnik Čelâbinskoj Gosudarstvennoj Akademii Kul’tury I Iskusstv, 24(4), 121-123.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3drih%26AN%3d2010-16211%26site%3dehost-live%26scope%3dsite
Coutinho, C., & Mota, P. (2011). Web 2.0 Technologies in Music Education in Portugal: Using Podcasts for Learning. Computers In The Schools, 28(1), 56-74. http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/07380569.2011.552043
Pao-Ta, Y., Yen-Shou, L., Hung-Hsu, T., & Yuan-Hou, C. (2010). Using a Multimodal Learning System to Support Music Instruction. Journal Of Educational Technology & Society, 13(3), 151-162.
http://http://www.slideshare.net/khbarker2009/technology-in-the-music-classroom
http://http://www.slideshare.net/ThomasDouglas1960/technology-in-music-art-education
http://http://www.slideshare.net/sspengler/technology-supports-for-the-art-and-music-classroom
http://http://www.slideshare.net/DanMassoth/leveraging-technology-in-a-music-classroom

NMC Horizon Report 2017 Library

NMC Horizon Report > 2017 Library Edition

http://www.nmc.org/publication/nmc-horizon-report-2017-library-edition/

PDF file 2017-nmc-horizon-report-library-EN-20ml00b

p. 26 Improving Digital Literacy

As social networking platforms proliferate and more interactions take place digitally, there are more opportunities for propagation of misinformation, copyright infringement, and privacy breaches.
http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
http://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

p. 34 Embracing the need for radical change

40% of faculty report that their students ” rarely” interact with campus librarians.

Empathy as the Leader’s Path to Change | Leading From the Library, By on October 27, 2016, http://lj.libraryjournal.com/2016/10/opinion/leading-from-the-library/empathy-as-the-leaders-path-to-change-leading-from-the-library/

Empathy as a critical quality for leaders was popularized in Daniel Goleman’s work about emotional intelligence. It is also a core component of Karol Wasylyshyn’s formula for achieving remarkable leadership. Elizabeth Borges, a women’s leadership program organizer and leadership consultant, recommends a particular practice, cognitive empathy.

Leadership in disruptive times, , First Published September 27, 2016, http://journals.sagepub.com/doi/full/10.1177/0340035216658911

What is library leadership?  a library leader is defined as the individual who articulates a vision for the organization/task and is able to inspire support and action to achieve the vision. A manager, on the other hand, is the individual tasked with organizing and carrying out the day-to-day operational activities to achieve the vision.Work places are organized in hierarchical and in team structures. Managers are appointed to administer business units or organizations whereas leaders may emerge from all levels of the hierarchical structures. Within a volatile climate the need for strong leadership is essential.  

Leaders are developed and educated within the working environment where they act and co-work with their partners and colleagues. Effective leadership complies with the mission and goals of the organization. Several assets distinguish qualitative leadership:

Mentoring. Motivation. Personal development and skills. Inspiration and collaboration. Engagement. Success and failure. Risk taking. Attributes of leaders.

Leaders require having creative minds in shaping strategies and solving problems. They are mentors for the staff, work hard and inspire them to do more with less and to start small and grow big. Staff need to be motivated to work at their optimum performance level. Leadership entails awareness of the responsibilities inherent to the roles of a leader. However, effective leadership requires the support of the upper management.

p. 36. Developments in Technology for Academic and Research Libraries

http://horizon.wiki.nmc.org/Horizon+Topics

  1. consumer technologies
  2. Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching, learning, research and information management, whether inside or outside the library. Effective Digital strategies can be used in both information and formal learning; what makes them interesting is that they transcended conventional ideas to create something that feels new, meaningful, and 21st century.
  3. enabling technologies
    this group of technologies is where substantive technological innovation begins to be visible.
  4. Internet technologies.
  5. learning technologies
  6. social media technologies. could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category. As well-established as social media is, it continues to evolve at a rapid pace, with new ideas, tools, and developments coming online constantly.
  7. Visualization technologies.  from simple infographics to complex forms of visual data analysis. What they have in common is that they tap the brain’s inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. These technologies are a growing cluster of tools and processes for mining large data sets, exploring dynamic processes, and generally making the complex simple.

new horizon report 2017 technologies

 

 

p. 38 Big Data
Big data has significant implications for academic libraries in their roles as facilitators and supporters of the research process. big data use in the form of digital humanities research. Libraries are increasingly seeking to recruit for positions such as research data librarians, data curation specialists, or data visualization specialists

p. 40  Digital Scholarship Technologies

digital humanities scholars are leveraging new tools to aid in their work. ubiquity of new forms of communication including social media, text analysis software such as Umigon is helping researchers gauge public sentiment. The tool aggregates and classifies tweets as negative, positive, or neutral.

p. 42 Library Services Platforms

Diversity of format and materials, in turn, required new approaches to content collection and curation that were unavailable in the incumbent integrated library systems (ILS), which are primarily designed for print materials. LSP is different from ILS in numerous ways. Conceptually, LSPs are modeled on the idea of software as a service (SaaS),which entails delivering software applications over the internet.

p. 44 Online Identity.
incorporated  the  management of digital footprints into their programming and resources

simplify the idea of digital footprint as“data about the data” that people are searching or using online. As resident champions for advancing digital literacy,304 academic and research libraries are well-positioned to guide the process of understanding and crafting online identities.

Libraries are becoming integral players in helping students understand how to create and manage their online identities. website includes a social media skills portal that enables students to view their digital presence through the lens in which others see them, and then learn how they compare to their peers.

p. 46  Artificial Intelligence

https://www.semanticscholar.org/

p. 48 IoT

beacons are another iteration of the IoT that libraries have adopted; these small wireless devices transmit a small package of data continuously so that when devices come into proximity of the beacon’s transmission, functions are  triggered based on a related application.340 Aruba Bluetooth low-energy beacons to link digital resources to physical locations, guiding patrons to these resources through their custom navigation app and augmenting the user experience with location-based information, tutorials, and videos.

students and their computer science  professor  have  partnered  with   Bavaria’s State Library to develop a library app that triggers supplementary information about its art collection or other points of interest as users explore the space

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more on Horizon Reports in this IMS blog
http://blog.stcloudstate.edu/ims?s=horizon+report

humanities demonstrate their value

Humanities need convincing data to demonstrate their value, says expert

Humanities scholars have always been good at conveying the importance of their work through stories, writes Paula Krebs for Inside Higher Ed, but they have been less successful at using data to do so. This need not be the case, adds Krebs, who recounts a meeting with faculty members, local employers, and public humanities representatives to discuss how to better measure the impact of a humanities education on graduates. Krebs offers a list of recommendations and concrete program changes, such as interviewing employers about their experiences with hiring graduates, that might help humanities programs better prepare students for postgraduate life.

Academica Group <today@academica.ca>

Adding Good Data to Good Stories

https://www.insidehighered.com/views/2016/04/22/importance-developing-hard-data-about-value-humanities-essay

a list of the skills that we think graduates have cultivated in their humanities education:

  • Critical thinking
  • Communications skills
  • Writing skills, with style
  • Organizational skills
  • Listening skills
  • Flexibility
  • Creativity
  • Cultural competencies, intercultural sensitivity and an understanding of cultural and historical context, including on global topics
  • Empathy/emotional intelligence
  • Qualitative analysis
  • People skills
  • Ethical reasoning
  • Intellectual curiosity

As part of our list, we also agreed that graduates should have the ability to:

  • Meet deadlines
  • Construct complex arguments
  • Provide attention to detail and nuance (close reading)
  • Ask the big questions about meaning, purpose, the human condition
  • Communicate in more than one language
  • Understand differences in genre (mode of communication)
  • Identify and communicate appropriate to each audience
  • Be comfortable dealing with gray areas
  • Think abstractly beyond an immediate case
  • Appreciate differences and conflicting perspectives
  • Identify problems as well as solving them
  • Read between the lines
  • Receive and respond to feedback

Then we asked what we think our graduates should be able to do but perhaps can’t — or not as a result of anything we’ve taught them, anyway. The employers were especially valuable here, highlighting the ability to:

  • Use new media, technologies and social media
  • Work with the aesthetics of communication, such as design
  • Perform a visual presentation and analysis
  • Identify, translate and apply skills from course work
  • Perform data analysis and quantitative research
  • Be comfortable with numbers
  • Work well in groups, as leader and as collaborator
  • Take risks
  • Identify processes and structures
  • Write and speak from a variety of rhetorical positions or voices
  • Support an argument
  • Identify an audience, research it and know how to address it
  • Know how to locate one’s own values in relation to a task one has been asked to perform
  • Reflect

NMC Horizon Report 2017 K12

NMC/CoSN Horizon Report 2017 K–12 Edition

https://cdn.nmc.org/wp-content/uploads/2017-nmc-cosn-horizon-report-K12-advance.pdf
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia

p. 20 Coding as a Literacy

 https://www.facebook.com/bracekids/
Best Coding Tools for High School http://go.nmc.org/bestco

p. 24

Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
 Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use

What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72

 

web literacy;
alignment of stadards

The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”

The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.

p. 30 Rethinking the Roles of Teachers

Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38  Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT

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more on NMC Horizon Reports in this IMS blog

http://blog.stcloudstate.edu/ims?s=new+media+horizon

embedded librarian qualifications

qualifications of the embedded librarian: is there any known case for an academic library to employ as embedded librarian a specialist who has both MLIS and terminal degree in a discipline, where he works as embedded librarian.

I also think that we need to be more welcoming to people who may not have come through a traditional education program (i.e., the M.L.S.) but who bring critical skills and new perspectives into the library.
The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632

“Embedded librarian” is understood as librarians presence in traditional classroom environments and or through LMS.
Then opinions vary: According to Kvienlid (2012), http://www.cclibinstruction.org/wp-content/uploads/2012/02/CCLI2012proceedings_Kvenild.pdf

  1. “Their engagement can be over two or more class sessions, even co-teaching the class in some cases. This model provides in-depth knowledge of student research projects during the research and revision process.” This is for first-year experience students.
  2. Embedding with project teams in Business and STEM programs involves:  “in – depth participation in short – term projects, aiding the team in their searches, literature review, grant preparation, data curation, or other specialized information aspects of the project. This level of embedment requires a heavy time commitment during the length of the project, as well as subject expertise and established trust with the research team.”
  3. embedding in departments as a liaison. 
    “They are usually closely affiliated with the departme nt (maybe even more so than with the libraries) and might be paid out of departmental funds. These librarians learn the ways and needs of their patrons in their natural environment. They often work as finders of information, organizers of information, and taxonomy creators. Embedding within departments provides in – depth knowledge of the users of library services, along with potential isolation from other librarians. It involves a high degree of specialization, co – location and shared responsibility”

best practices, new opptunities (video, screencasts, social media. Adobe Connect) , Assessment

here is Kvenild 2016 article also

Kvenild, C., Tumbleson, B. E., Burke, J. J., & Calkins, K. (2016). Embedded librarianship: questions and answers from librarians in the trenches. Library Hi Tech34(2), 8-11.

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utilizing technology tools; and providing information literacy and assessment. Technology tools continue to evolve and change, and most librarians can anticipate using multiple learning management systems over time. There is an ongoing need for professional development in online library instruction and assessment

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Tumbleson, B. E., & Burke, J. (. J. (2013). Embedding librarianship in learning management systems: A how-to-do-it manual for librarians. Neal-Schuman, an imprint of the American Library Association.

http://blog.stcloudstate.edu/ims/2015/05/04/lms-and-embedded-librarianship/

read in red my emphasis on excerpts from that book

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Monroe-Gulick, A., O ’brien, M. S., & White, G. (2013). Librarians as Partners: Moving from Research Supporters to Research Partners. In Moving from Research Supporters to Research Partners. Indianapolis, IN. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/GulickOBrienWhite_Librarians.pdf

From Supporter to Partner

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Andrews, C. (2014). An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography.

http://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1000&context=bx_pubs

emphasis is on undergraduate. “a tremendous amount of literature published addressing library/faculty partnerships.”

“There will never be one golden rule when it comes to way in which a librarian networks with faculty on campus.”

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Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship37(1), 54-63.

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https://www.researchgate.net/publication/232382226_Participation_and_Pedagogy_Connecting_the_Social_Web_to_ACRL_Learning_Outcomes

requested through researchgate

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Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy6(1), 73-90.

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attention must be paid to students’ affective, emotional needs throughout the research
process. My note: And this is exactly what comprise half of my service of. The relatively small amount of research into affective learning, as opposed to cognition, remains true to this day.

p. 78  As the 50-minute one-shot session is still the norm for library research sessions on the
majority of campuses, behavioral assessment can be problematic.

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Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences46(4), 441-467.

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Meanwhile, different attitudes were revealed between teaching higher order thinking skills and lower order thinking skills. Librarian Domain Knowledge, Librarian Professionalism, Curriculum Strategies, and Student Learning were identified as factorial dimensions influencing faculty-librarian collaboration.

two major concerns of “Students Learning” and “Librarian Professionalism” from faculty provide insights that understanding pedagogy, enhancing instructional skills and continuing progress in librarian professionalism will contribute to consolidating partnerships when developing course-specific IL programs.

this proves how much right I am to develophttp://web.stcloudstate.edu/pmiltenoff/bi/

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COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly6(2/3), 198-207. doi:10.1080/15228959.2010.498768

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p. 199 There is also the concept of the ‘‘blended librarian’’ as described by Bell and Shank (2004) to merge the assets and abilities of a librarian with those of one versed in technology. Academic librarians are obligated and privileged to merge several strengths to meet the needs of their user population. No longer is the traditional passive role acceptable. Bell and Shank (2004) implore academic librarians ‘‘to proactively advance their integration into the teaching and learning process’’ (p. 373).

p. 200 first year experience

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Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks17(1-2), 5-17.

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p. 6 the imperative for academic librarians to become embedded in the priorities of teaching, learning, and research in truly relevant ways. Embedding as an effective mode of collaboration will be explored through examples relating to the physical and virtual environment. An analysis of current approaches and next steps for the future will be addressed, with the goal of providing food for thought as librarians assess programs and activities in terms of positive collaboration and effectiveness

p. 9  new academic salon,
p. 10 the pervasive campus librarian
The fact that we are generalists and devoted to all disciplines and all sectors of the academic user community gives us a special insight on ways to advance the university and achieve its mission

this contradicts Shumaker and Talley, who assert that the embedded librarian is NOT a generalist, but specialist

p. 11 Central administrators, along with the chief academic officer, make critical funding and policy decisions affecting the library

p. 11 librarians and teaching.
In 2011, interim dean Ruth Zietlow “gave up” classes after the messy divorce with CIM. the library faculty poled itself to reveal that a significant number of the faculty does NOT want to teach.

p. 14 influencing campus virtual space
this library’s social media is imploded in its image.

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DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly6(2/3), 75-82. doi:10.1080/15228959.2010.498773

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p. 75 Literature about embedded librarianship is so diverse that the definition of this term, as well as related goals and methods when embedding services and programs, can be difficult to define. What are some charateristics of an embedded program? Is embedding only achieved through an online classroom? How did embedded librarianship first begin in academic libraries?

p. 76 adopted as a term because it is a similar concept to embedded journalism.
Embedded librarian programs often locate librarians involved in the spaces of their users and colleagues, either physically or through technology, in order to become a part of their users’ culture. A librarian’s physical and metaphorical location is often what defines them as embedded.

David Shumaker and Mary Talley (see bottom of this blog entry)

Highly technical tasks, such as creating information architecture, using analytical software, and computer and network systems management were performed by less than 20% of the survey respondents. Shumaker and Talley also report embedded services are often found in tandem with specialized funding. This study also confirms embedded services are not new.

p. 77 history and evolution of the role

p. 79 methods of embedding

In North America, one would be hard-pressed to find a library that does not already electronically embed services into online reference chat, make use of Web 2.0 communication applications such as Twitter and blogs, and embed librarians and collaborators within online classrooms. These are all examples of the embedding process (Ramsay & Kinnie, 2006). The name embedded librarian in this context is a double entendre, as the insertion of widgets and multimedia files into HTML code when designing Web sites is usually called the embedding of the file.
My note: is this library actually is one that does not use Twitter and blogs in the hard-core meaning of library service

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Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship5(1), 52-58.

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Recommendations:
The authors distributed their findings at a half day workshop attended by nearly all liaisons. They made the following recommendations:

  • • Personalize outreach.
  • • Spend more time marketing and reaching out to departments, even though it might mean having less time for other activities.
  • • Find an alternative advocate who can build your reputation through word-ofmouth if your relationship with your assigned department liaison is not fruitful.
  • • Seek opportunities to meet department staff in person.
  • • As much as possible, administrators should commit to keeping liaisons assignments static.

p. 57 that faculty outreach is similar to other types of relationship building: it requires time to establish trust, respect and appreciation on both sides. Even a liaison’s challenging first two years can, therefore, be viewed as productive because the relationship is developing in the background. This phenomenon also signals to library administrators the benefits of maintaining a stable workforce. Frequent changes in academic assignments and staff changes can lead to a less engaged user population, and also make the outreach assignment much more frustrating.

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Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly6(2-3), 110-121.

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embedded librarian program in the university’s College of Education and Educational Technology

p. 112 Make Sure You Have Buy-in from All Stakeholders

Include College=Department Faculty in the Interview Process

Look for the Following Qualities=Qualifications in an Embedded Librarian

Have a Physical Presence in the College=Department a Few Days Each Week

Serve as Bibliographer to College=Department

Offer Bibliographic Instruction Sessions and Guest Lectures at Main Campus, Branch Campuses, and Centers

Develop Collaborative Programs that Utilize the Library’s Resources for College=Department Improvement

#9 Offer to Teach Credit Courses for the College=Department When Department Faculty Are Not Available

#10: Publish Scholarly Works and Present at Professional Conferences with College=Department Faculty. again, Martin Lo, John Hoover,

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Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly4(1), 15-27.

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history and library. My note: can you break the silo in the history department? http://blog.stcloudstate.edu/ims/2017/05/01/history-becker/ 

world civilizations course

Faculty come to the world civilizations enterprise from a broad range of academic disciplines and world experiences, which has a significant impact on their interpretations of world history, their selections of course materials, their teaching styles, and their expectations for students. Moreover, faculty teach the course on a rotating basis. So, there is no single model of faculty-librarian collaboration that can be applied from section to section, or even from semester to semester. Faculty have widely differing views on the role of library instruction in their sections of the course, and the extent to which library research is required for coursework. They also differ in terms of their ability or willingness to collaborate with the libraries. As a result, student access to library instruction varies from section to section.

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Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration49(3), 383-400.

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p. 384 embedded librarians in the blogosphere.
not even close to the local idea how blog must be used  for library use.

p. 387 definitions

p. 389 clinical librarianship – term from the 1970s.

p. 390 Special librarians and particularly those in corporate settings tend to be more integrated within the company they serve and are often instrumental in cost-related services such as competitive intelligence, scientific, and patent research.

p. 391 Librarians Collaborating With Faculty in Scholarly Communication Activities

My note: this is what I am doing with Martin Lo and used to do with John Hoover. Attempts with the sociology department, IS department

p. 392 Role of Librarians With Multidisciplinary Collaborations

my note : my work with Mark Gill and Mark Petzhold

p. 393 social media
again, this library cannot be farther from the true meaning of Web 2.0 collaboration.

p. 396 organizational structures

Three different types of organizational structures are generally recognized—hierarchical, matrix, and flat. We suggest that each of these conventional structures promotes, to some extent, its own brand of silos—silos that inherently pose obstacles to the assumption of new roles and responsibilities. For example, we question whether the hierarchical organization structures that define many of our libraries, with their emphasis on line, lateral staff and functional relationships and the relative ranks of parts and positions or jobs, are flexible enough to support new roles and responsibilities. In contrast, matrix management offers a different type of organizational management model in which people with similar skills are pooled for work assignments. We suggest that, in contrast to hierarchical structures, matrix management allows team members to share information more readily across task boundaries and allows for specialization that can increase depth of knowledge and allow professional development and career progression to be managed. The third organizational structure mentioned—flat or horizontal organizations, refers to an organizational structure with few or no levels of intervening management between staff and managers

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Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration50(4), 293-314.

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my LIB 290 is such class. and I am the only one who is teaching it online by QM standards.
Can the administration encourage Global Studies to combine efforts with my LIB 290 and offer a campus-wide class?

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Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy5(2), 66-80.

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McGill. p. 77 The McGill University Library’s system-wide liaison model emphasises a disciplinary approach, placing the impetus for outreach and service on individual librarians responsible for particular departments and user groups.

 

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MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly6(2/3), 174-186. doi:10.1080/15228959.2010.497454

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ILL

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Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries15(4), 399-413.

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ILL

I did something similar with Keith Christensen in 2012: http://bit.ly/SCSUlibGame, yet again, blocked for further consideration

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Niles, P. (2011). Meeting the Needs of the 21st Century Student. Community & Junior College Libraries17(2), 47-51.

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about Millennials

millennials. p. 48 my note: the losing battle of telling the millennials the value of books

librarians need to emphasize that not all information
is found on the Web and that the information found there might not be
reliable, depending on its source

p. 49 The latest technology can be used for communication. Two examples of this modernization process are making podcasts of library lectures and using instant messaging to answer reference queries. Students need Reference Librarians to assist them in focusing their research, showing them appropriate sources and how to use those sources. The change is not how the librarians serve the students but how the service is delivered. Instead of coming to the reference desk Millennial students may choose to use e-mail, cell phones to send a text message or use a chat reference service to communicate with the librarian. Students want to have 24/7 access to library resources and librarians.

my note: and yet this library still uses 90ish communication – the facebook page is just an easy to edit web page and the concept of Web 2.0 has not arrived or shaped the current communication.

p. 50 Librarians should examine how they present library instruction and ensure that students know why it is important. Further, Lancaster and Stillman state that librarians need to “incorporate some computer-based instruction for Millennials as it allows them to go at their own speed and acknowledges their ability to manage information” (2003, 231).
and, once again, talking about inducing library instruction with technology: http://web.stcloudstate.edu/pmiltenoff/bi/

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Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly49(4), 380-390.

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constructivism, social constructivism, active learning

they have a graph about metagcognition. I wish, they had found place for metaliteracy also

p. 383. #5 Let them drive. this is EXACTLY what I am offering with:http://web.stcloudstate.edu/pmiltenoff/bi/
build their own construct

p. 386 my work with the doctoral cohorts:

In the current climate of educational accountability, reference librarians should embrace the opportunity to align reference service with the teaching and learning missions of their libraries and overarching institutions

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Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration49(1/2), 59-73.

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online programs a 3-credit junior seminar course (JRSM 301) to assess general education competencies

p. 60 The 3-credit course titled LISC 260—Using Electronic Resources for Research has existed as a required course for this overseas cohort of students since the fall of 1999. The course was initially developed as a required course to introduce the Mercy College Libraries’ resources to this cohort of overseas students. Full-time librarians teach this course as an overload.

The course lasts for 8 weeks during fall and spring semesters and is divided into eight modules with five quizzes. Summer sessions are shorter; the summer version of the course runs for 6 weeks. There is no midterm exam, final exam, project, or term paper for this course. Sixty percent of the grade is based on the quizzes and assignments and 40% on discussion and class participation.

Each quiz addresses a specific competency. We identified the modules where the five competencies would fit best. A document containing the five general education competencies (critical thinking, information literacy, quantitative reasoning, critical reading, and writing) statements

Critical Thinking Competency This competency was placed in the second module covering the topic “Developing Search Strategies” in the second week of the course. In this module, students are required to select a topic and develop logical terminologies and search strings. This task requires a great deal of critical and analytical thinking and therefore lays the groundwork for the other competencies. The quizzes and assignments for this competency involve breaking or narrowing down the topic into subtopics, comparing two topics or ideas, and similar skills. It is hoped that students will be able to adopt Boolean and other search logic in clear and precise ways in their analyses and interpretations of their topic and use the search strategies they develop for continued assignments throughout the rest of the course.

p. 61. Information Literacy Competency The information literacy competency is introduced in the fourth module in the fourth week of the course. As part of the course, students are required to learn about the Mercy College Libraries’ indexes and databases, which this module addresses (“Information Literacy,” n.d.).

Quantitative Reasoning Competency

This seminar course is a library research course with no statistics or mathematics component. Many students enrolled in the course are not mathematics or statistics majors, hence some creativity was needed to evaluate their mathematical and computational skills. Students are given this competency in the fifth module during the fifth week of the course, which deals with subject-specific sources. It was decided that, to assess this competency, a quiz analyzing data obtained in a tabular format from one of the databases subscribed to by the library would fulfill the requirement. Students are given a choice of various countries and related data, and are asked to create some comparative demographic profiles. This approach has worked well because it gives students the opportunity to focus on countries and data that interest them.

 

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Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship42(6), 636-643. doi:10.1016/j.acalib.2016.08.010

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requested through research gate

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Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429

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a pilot project utilizing a variety of methods.

p. 158 The concept of embedded librarians is not new, as it has antecedents in branch librarians of the seventies and academic departmental liaisons of the 1980s and 1990s. However, it is a way to proactively reach out to the campus community (Drewes & Hoffman, 2010).

There is not a one-size-fits-all definition for embedded librarianship. As a result, librarians in academic libraries may be embedded in their communities in a variety of ways and at varying levels from course integrated instruction to being fully embedded as a member of an academic department

p. 160 my note: the authors describe the standard use of LMS for embedded librarianship.

p. 163 they managed to fight out and ensure their efforts are “credited.” Assigning credits to embedded librarian activities can be a very tough process.

p. 165  assessment

the authors utilized a pre-module and post-module survey to assess the students’ performance using library resources. The survey also helped to determine the students’ perceived self-efficacy and confidence in using the library, its resources, and services. In addition, the researchers analyzed student responses to discussion questions, studied feedback at the end of the course in the course discussion forum, and conducted interviews with the faculty members teaching the courses (

In another study, researchers analyzed bibliographies of students in the course to identify what resources they cited in their research projects. More specifically, they analyzed the type and appropriateness of sources used by the students, their currency, and noting how deeply the students delved into their topics. They also looked at the number of references cited. The authors believed that examining the bibliographies provided an incomplete picture because it provided data on the sources selected by the students but not information on how they retrieved those sources.

p. 171 survey sample

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Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly36(2), 138-149. doi:10.1080/02763869.2017.1293978

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this is somehow close to my role with the EDAD

Texas A&M University academic health sciences library integrating a librarian into the College of Pharmacy, approximately 250 miles away from the main library. preembedded and postembedded activities demonstrated the effectiveness and impact of

For this study, the fully embedded librarian is defined as one who is out of the traditional library and into an onsite setting to provide a full range of library services that enable collaboration with researchers or teaching faculty and support student learning. In this model, the embedded librarian is a team member of the RCOP rather than a service provider standing apart. The lines are not blurred as to the kind of services that should be embedded because the embedded librarian is 100% onsite. Very few reports in the literature describe fully embedded librarian models such as this. However, one similar model exists at the Arizona Health Sciences Library (AHSL), which is affiliated with the University of Arizona, where librarians relocated their permanent offices to the colleges of Nursing, Public Health, and Pharmacy. AHSL librarians spent close to 100% of their time in the colleges.

p. 144 The embedded librarian has gained recognition in the college and was appointed by the dean to serve on the Instructional Venues Ad Hoc Committee (IVC).

My note: This is what Tom Hergert and I have been advocating for years: the role of the librarian is not to find info and teach how to find info ONLY. The role of the librarian is to bring 21st century to School of Education: information literacy is only a fragment of metaliteracies. Information literacy is a 1990s priority. While it is still an important part of librarians goals, digital literacy, visual and media literacy, as well as technology literacy and pedagogical application of technology is imposed as integral part of the work of the mebedded librarian.

p. 145 Challenges and Opportunities

Another challenge involved the librarian’s decision-making and effective communications skills, especially when deciding to implement library services or programs. Other challenges included speaking the client group’s language and knowing the information needs of each group—faculty, students, staff, postdocs, research assistants, and research scientists—to deliver the right information at the point of need. The following strategies were practiced to overcome these challenges: .

  • A positive attitude can increase connectivity, networking, and collaboration beyond a limited space. Proactively seeking opportunities to participate and get involved in library events, instructional programs, training workshops, or committee work shortened the distance between the remote librarian and those in main campus. .
  • As video conferencing tools or programs (e.g., Adobe Connnect, Webex, Skype, Google Hangout, Zoom) were the primary means for the remote at 18:19 24 August 2017 librarian to attend library meetings and teach in library instructional programs, spending some time learning to use these tools and embracing them greatly increased the librarian’s capacity to overcome the feelings of disconnection.
  • The willingness to travel several times a year to the main campus to meet librarians face-to-face helped in understanding the system and in getting help that seemed complicated and difficult via remote resources (e.g., computer issues). .
  • Actively listening to the faculty and students during the conversations helped understand their information needs. This served as the basis to initiate any targeted library services and programs.

Despite the challenges, the embedded librarian was presented with numerous opportunities that a traditional librarian might think impossible or difficult to experience, for example, attending RCOP department meetings or RCOP executive committee meetings to present library resources and services, serving on RCOP committees, co-teaching with faculty in RCOP credit courses, creating and grading assignments counting toward total course credits, and being given access to all RCOP course syllabi in eCampus. (the last is in essence what I am doing right now)

p. 147 Marketing Embedded Library Services

The “What’s in It for Me” (WIIFM) principle1 was a powerful technique to promote embedded library services. The essentials of WIIFM are understanding patron needs and ensuring the marketing effort or communications addressing those needs15—in other words, always telling patrons what is in it for them when promoting library services and resources. Different venues were used to practice WIIFM: .

  • RCOP faculty email list was an effective way to reach out to all the faculty. An email message at the beginning of a semester to the faculty highlighted the embedded librarian’s services. During the semester, the librarian communicated with the faculty on specific resources and services addressing their needs, such as measuring their research impact at the time of their annual evaluation, sharing grant funding resources, and promoting MSL’s resources related to reuse of images. .
  • Library orientations to new students and new faculty allowed the librarian to focus on who to contact for questions and help, available resources, and ways to access them. . Being a guest speaker for the monthly RCOP departmental faculty meetings provided another opportunity for the librarian to promote services and resources.
  • Casual conversations with faculty, students, researchers, and postdocs in the hallway, at staff luncheons, and at RCOP events helped understand their information needs, which helped the librarian initiate MSL service projects and programs.
  • The Facebook private group, created by Instructional Technology & MSL Resources @ Rangel COP, was used to announce MSL resources and services. The group currently has 256 members. The librarian is one of the group administrators who answers student questions related to library and MSL resources. (social media is my forte)

p. 148 This model would not have been successful without the strong support from MSL leadership team and the RCOP administration.

the next step would be to conduct a systematic assessment to get feedback from RCOP administrators, faculty, students, staff, postdocs, and research assistants. The integration of the library instructional program into the RCOP curriculum should be included in RCOP final course evaluations. Another future direction might be to conduct a curriculum map to get a better idea about the learning objectives of each course and to identity information literacy instruction needs across the curriculum. The curriculum mapping might also help better structure library instruction delivery to RCOP. Teaching content might be structured more purposefully and logically sequenced across the curriculum to ensure that what students have learned in one course prepares them for the next ones.

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Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association104(3), 226-230. doi:10.3163/1536-5050.104.3.008

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The overall satisfaction with services was encouraging, but awareness of the embedded program was low, suggesting an overall need for marketing of services.

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Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian57(3), 224-234. doi:10.1080/02763877.2015.1134376

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O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy16(3), 529-556.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d116715636%26site%3dehost-live%26scope%3dsite

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Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology6(3), 170-173.

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India. p. 173 as of today, most of the users are not able to differentiate the library professional who have a bachelor degree, Masters degree and who are doctorate of the subject. My note: not in my case and this is my great advantage.

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Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information68(4), 202-205.

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ILL

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Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship21(1), 30-51. doi:10.1080/13614533.2014.911194

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overview of the literature on embedded librarianship

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Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly35(4), 388-396. doi:10.1080/02763869.2016.1220756

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close to my role with the doctoral cohorts

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Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly34(4), 490-497. doi:10.1080/02763869.2015.1082386

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ILL

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Milbourn, A. a. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America32(2), 274-283.

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visual literacy – this is IMS area, which was de facto shot off by the omnipotence of “information literacy”

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Talley, M. (2007). Success and the Embedded Librarian. https://www.sla.org/wp-content/uploads/2013/05/Success_and_the_Embedded.pdf

Shumaker, D., Talley, M. Models of Embedded Librarianship: A Research Summary. https://www.sla.org/wp-content/uploads/2013/05/Models_of_Embedded.pdf

Shumaker, D., Talley, M. (2009). Models of Embedded Librarianship. Final Report.  Prepared under the Special Libraries Association Research Grant 2007. https://embeddedlibrarian.files.wordpress.com/2009/08/executivesummarymodels-of-embedded-librarianship.pdf

Shumaker, D. (2013). Embedded Librarianship: Digital World Future? http://www.infotoday.com/CIL2013/session.asp?ID=W30

Modelsof embeddedlibrarianship presentation_final_mt61509 from MaryTalley
slide 8: vision of embedded librarianship:
customer centric not library centric; located in their workplace not our workplace; focused on small groups not entire populations; composed of specialists, not generalists; dependent on domain knowledge not only library skills; aming an analysis and synthesis not simply delivery; in context, not out of context; built on trusted advice not service delivery
all of the above is embodied in my work with the doctoral cohorts
slide 9: why study? because traditional library service model is in decline
slide 11: broad analytical research on successful implementation is lacking
slide 20: large institutions more likely to offer specialized services
slide 21: domain knowledge through continuous learning, not always through formal degrees.
slide 39: what matters most
slide 40: strong leadership by library managers is critical (I will add here “by deans of other colleges)
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bibliography:

Abrizah, A., Inuwa, S., & Afiqah-Izzati, N. (2016). Systematic Literature Review Informing LIS Professionals on Embedding Librarianship Roles. Journal Of Academic Librarianship42(6), 636-643. doi:10.1016/j.acalib.2016.08.010

Agrawal, P. p., & Kumar, A. (2016). Embedded Librarianship and Academic Setup: Going beyond the library stockades. International Journal Of Information Dissemination & Technology6(3), 170-173.

Andrews, C. R. (2014). CUNY Academic Works An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. An Examination of Embedded Librarian Ideas and Practices: A Critical Bibliography. Codex, 3(1), 2150–86. Retrieved from http://academicworks.cuny.edu/bx_pubs

Blake, L., Ballance, D., Davies, K., Gaines, J. K., Mears, K., Shipman, P., & … Burchfield, V. (2016). Patron perception and utilization of an embedded librarian program. Journal Of The Medical Library Association104(3), 226-230. doi:10.3163/1536-5050.104.3.008

Bobish, G. (2011). Participation and Pedagogy: Connecting the Social Web to ACRL Learning Outcomes. Journal Of Academic Librarianship37(1), 54-63.

Cahoy, E. S., & Schroeder, R. (2012). EMBEDDING AFFECTIVE LEARNING OUTCOMES IN LIBRARY INSTRUCTION. Communications In Information Literacy6(1), 73-90.

Cha, T., & Hsieh, P. (2009). A Case Study of Faculty Attitudes toward Collaboration with Librarians to Integrate Information Literacy into the Curriculum. (Chinese). Journal Of Educational Media & Library Sciences46(4), 441-467.

COVONE, N., & LAMM, M. (2010). Just Be There: Campus, Department, Classroom…and Kitchen?. Public Services Quarterly6(2/3), 198-207. doi:10.1080/15228959.2010.498768

Delaney, G., & Bates, J. (2015). Envisioning the Academic Library: A Reflection on Roles, Relevancy and Relationships. New Review Of Academic Librarianship21(1), 30-51. doi:10.1080/13614533.2014.911194

Dewey, B. I. (2004). The Embedded Librarian: Strategic Campus Collaborations. Resource Sharing & Information Networks17(1-2), 5-17.

DREWES, K., & HOFFMAN, N. (2010). Academic Embedded Librarianship: An Introduction. Public Services Quarterly6(2/3), 75-82. doi:10.1080/15228959.2010.498773

Essinger, C. c., & Ke, I. i. (2013). Outreach: What Works?. Collaborative Librarianship5(1), 52-58.

Freiburger, G., Martin, J. R., & Nuñez, A. V. (2016). An Embedded Librarian Program: Eight Years On. Medical Reference Services Quarterly35(4), 388-396. doi:10.1080/02763869.2016.1220756

Heider, K. L. (2010). Ten Tips for Implementing a Successful Embedded Librarian Program. Public Services Quarterly6(2-3), 110-121.

Hollister, C. V. (2008). Meeting Them where They Are: Library Instruction for Today’s Students in the World Civilizations Course. Public Services Quarterly4(1), 15-27.

Kesselman, M. A., & Watstein, S. B. (2009). Creating Opportunities: Embedded Librarians. Journal Of Library Administration49(3), 383-400.

Kobzina, N. G. (2010). A Faculty—Librarian Partnership: A Unique Opportunity for Course Integration. Journal Of Library Administration50(4), 293-314.

Kvenild, C. (n.d.). The Future of Embedded Librarianship: Best Practices and Opportunities. Retrieved from http://www.cclibinstruction.org/wp-content/uploads/2012/02/CCLI2012proceedings_Kvenild.pdf

Lange, J. j., Canuel, R. r., & Fitzgibbons, M. m. (2011). Tailoring information literacy instruction and library services for continuing education. Journal Of Information Literacy5(2), 66-80.

Madden, H., & Rasmussen, A. M. (2016). Embedded Librarianship: Einbindung von Wissenschafts- und Informationskompetenz in Schreibkurse / Ein US-amerikanisches Konzept. Bub: Forum Bibliothek Und Information68(4), 202-205.

MCMILLEN, P., & FABBI, J. (2010). How to Be an E3 Librarian. Public Services Quarterly6(2/3), 174-186. doi:10.1080/15228959.2010.497454

Meyer, N. J., & Miller, I. R. (2008). The Library as Service-Learning Partner: A Win-Win Collaboration with Students and Faculty. College & Undergraduate Libraries15(4), 399-413.

Milbourn, A. (2013). A Big Picture Approach: Using Embedded Librarianship to Proactively Address the Need for Visual Literacy Instruction in Higher Education. Art Documentation: Bulletin Of The Art Libraries Society Of North America32(2), 274-283.

The Changing Roles of Academic and Research Libraries – Higher Ed Careers – HigherEdJobs. (2013). Retrieved from https://www.higheredjobs.com/HigherEdCareers/interviews.cfm?ID=632

Niles, P. (2011). Meeting the Needs of the 21st Century Student. Community & Junior College Libraries17(2), 47-51.

Oakleaf, M., & VanScoy, A. (2010). Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly49(4), 380-390.

O’Toole, E., Barham, R., & Monahan, J. (2016). The Impact of Physically Embedded Librarianship on Academic Departments. Portal: Libraries & The Academy16(3), 529-556.

Rao, S., Cameron, A., & Gaskin-Noel, S. (2009). Embedding General Education Competencies into an Online Information Literacy Course. Journal Of Library Administration49(1/2), 59-73.

Shumaker, D., Talley, M. Models of Embedded Librarianship: A Research Summary. https://www.sla.org/wp-content/uploads/2013/05/Models_of_Embedded.pdf

Shumaker, D., Talley, M. (2009). Models of Embedded Librarianship. Final Report.  Prepared under the Special Libraries Association Research Grant 2007. https://embeddedlibrarian.files.wordpress.com/2009/08/executivesummarymodels-of-embedded-librarianship.pdf

Shumaker, D. (2013). Embedded Librarianship: Digital World Future? http://www.infotoday.com/CIL2013/session.asp?ID=W30

Summey, T. P., & Kane, C. A. (2017). Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning. Journal Of Library & Information Services In Distance Learning11(1/2), 158-174. doi:10.1080/1533290X.2016.1229429

Talley, M. (2007). Success and the Embedded Librarian. https://www.sla.org/wp-content/uploads/2013/05/Success_and_the_Embedded.pdf

Tumbleson, B. E., & Burke, J. (John J. . (2013). Embedding librarianship in learning management systems : a how-to-do-it manual for librarians. Retrieved from http://www.worldcat.org/title/embedding-librarianship-in-learning-management-systems-a-how-to-do-it-manual-for-librarians/oclc/836261183

Tumbleson, B. E. (2016). Collaborating in Research: Embedded Librarianship in the Learning Management System. Reference Librarian57(3), 224-234. doi:10.1080/02763877.2015.1134376

Wilson, G. (2015). The Process of Becoming an Embedded Curriculum Librarian in Multiple Health Sciences Programs. Medical Reference Services Quarterly34(4), 490-497. doi:10.1080/02763869.2015.1082386

Wu, L., & Thornton, J. (2017). Experience, Challenges, and Opportunities of Being Fully Embedded in a User Group. Medical Reference Services Quarterly36(2), 138-149. doi:10.1080/02763869.2017.1293978

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more about embedded librarian in this IMS blog
http://blog.stcloudstate.edu/ims?s=embedded+librarian

NMC digital literacy

NMC Releases Second Horizon Project Strategic Brief on Digital Literacy

NMC Releases Second Horizon Project Strategic Brief on Digital Literacy

The New Media Consortium (NMC) has released Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief, a follow-up to its 2016 strategic brief on digital literacy.

PDF available here.
2017-nmc-strategic-brief-digital-literacy-in-higher-education-II-ycykt3

But what does it really mean to be digitally literate, and which standards do we use?” said Dr. Eden Dahlstrom, NMC Executive Director. “This report sheds light on the meaning and impact of digital literacy using cross-cultural and multi-disciplinary approaches, highlighting frameworks and exemplars in practice.

NMC’s report has identified a need for institutions and thought leaders to consider the ways in which content creation is unequally expressed throughout the world. In an examination of digital literacy within European, Middle Eastern, and African nations (EMEA), research has surfaced unequal access to information technology based on inequalities of economics, gender, race, and political divides.

2020 2015
1. Complex Problem Solving 1. Complex Problem Solving
2. Critical Thinking 2. Coordinating with Others
3. Creativity 3. People  Management
4. People  Management 4. Critical Thinking
5. Coordinating with Others 5. Negotiation
6. Emotional  Intelligence 6. Quality Control
7. Judgment and Decision Making 7. Service  Orientation
8. Service  Orientation 8. Judgment and Decision Making
9. Negotiation 9. Active Listening
10. Cognitive  Flexibility 10. Creativity

Digital tools themselves are merely enablers, pushing the envelope of  what learners can create. No longer is it acceptable for students to be passive consumers of content; they can contribute to the local and global knowledge ecosystem, learning through the act of producing and discussing rich media, applications, and objects. In the words of many institutional mission statements, students do not have to wait until they graduate to change the world.

Using readily available  digital  content  creation tools (e.g., video production and editing, web and graphic tools), students are evolving into digital storytellers,

digital literacy now encompasses the important skills of being able to coordinate with others to create something truly original that neither mind would fathom independently.

The ability to discern credible from inaccurate resources is foundational to digital literacy. my note: #Fakenews

A lack of broad consensus on the meaning of digital literacy still hinders its uptake, although a growing  body  of research is helping higher education professionals better navigate the continuous adjustments to the field brought about by emerging pedagogies and technologies.

Information literacy is a nearly universal component within these digital literacy frameworks. Critically finding, assessing, and using digital content within the vast and sometimes chaotic internet appears as a vital skill in almost every account, including those published beyond libraries. In contrast, media literacy is less widely included in digital literacy publications,  possibly  due  to  a  focus  on  scholarly, rather than popular, materials. Digital literacies ultimately combine information and media literacy.

United States digital literacy frameworks tend to  focus  on  educational  policy details and personal empowerment,  the  latter  encouraging  learners  to  become  more  effective students, better creators, smarter information consumers, and more influential members of their community.

National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself… this recommendation for Balkan digital strategy: “Media and information education (with an emphasis on critical thinking and switching from consumption to action) should start at early ages, but address all ages.”

African digital literacy is more business-oriented. Frameworks often speak to job skills and digital entrepreneurship. New skills and professions are emphasized, symbolized by the call for “new collar” positions.

Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can  also  represent  a  drive  to  produce  more  locally-sourced  content,  as  opposed  to  consuming

Digital literacy is a complex phenomenon in 2017, when considered internationally. Nations  and regions are creating ways to help their populations grapple with the digital revolution that are shaped by their local situations. In doing so, they cut across the genealogy of digital literacies, touching on its historical components: information literacy, digital skills, and media literacy.

2017-nmc-strategic-brief-digital-literacy-in-higher-education-II-ycykt3

 

 

 

 

 

 

 

How Does Digital Literacy Change Pedagogy?

Students are not all digital natives, and do not necessarily have the same level of capabilities. Some need to be taught to use online tools (such as how to navigate a LMS) for learning. However, once digital literacy skills for staff and students are explicitly recognized as important for learning and teaching, critical drivers for pedagogical change are in place.

Pedagogy that uses an inquiry based/problem solving approach is a great framework to enhance the use and practice of digital skills/capabilities in the classroom.

The current gap between students’ information literacy skills and their need  to  internalize  digital literacy competencies creates an opportunity for academic librarians to support students  in  the pursuit of civic online reasoning at the core of NMC’s multimodal model of three digital literacies. Academic librarians need a new strategy that evolves information literacy to an expanded role educating digitally literate students. Let’s build a new model in which academic librarians are  entrepreneurial collaborators with faculty,55  supporting  their  classroom  efforts  to  help  students become responsible sharers and commentators of news on social media.

“Digital literacy is not just about ensuring that students can use the latest technologies, but also developing skills to select the right tools for a particular context to deepen their learning outcomes and engage in creative problem-solving”

There is a disconnect between how students experience and interact with technology in their personal lives and how they use technology in their roles as  students.  Yes, students are digitally savvy, and yes,  universities  have  a  role  in  questioning  (insightfully  of  course) their sometimes brash digital savviness. We have a situation where students are expecting more, but (as I see it) cannot provide a clear demand, while faculty are unable to walk in  the  shoes  of  the students.

 

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more on digital literacy in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy

Do student evaluations measure teaching effectiveness?

Do student evaluations measure teaching effectiveness?Manager’s Choice

Assistant Professor in MISTop Contributor

Higher Education institutions use course evaluations for a variety of purposes. They factor in retention analysis for adjuncts, tenure approval or rejection for full-time professors, even in salary bonuses and raises. But, are the results of course evaluations an objective measure of high quality scholarship in the classroom?

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  • Daniel WilliamsDaniel

    Daniel Williams

    Associate Professor of Molecular Biology at Winston-Salem State University

    I feel they measure student satisfaction, more like a customer service survey, than they do teaching effectiveness. Teachers students think are easy get higher scores than tough ones, though the students may have learned less from the former.

    Maria P.John S. and 17 others like this

  • Muvaffak

    Muvaffak GOZAYDIN

    Founder at Global Digital University

    Top Contributor

    How can you measure teachers’ effectiveness.
    That is how much students learn?
    If there is a method to measure how much we learn , I would appreciate to learn .

    Simphiwe N.Laura G. and 4 others like this

  • Michael TomlinsonMichael

    Michael Tomlinson

    Senior Director at TEQSA

    From what I recall, the research indicates that student evaluations have some value as a proxy and rough indicator of teacher effectiveness. We would expect that bad teachers will often get bad ratings, and good teachers will often get good ratings. Ratings for individual teachers should always be put in context, IMHO, for precisely the reasons that Daniel outlines.

    Aggregated ratings for teachers in departments or institutions can even out some of these factors, especially if you combine consideration with other indicators, such as progress rates.The hardest indicators however are drop-out rates and completion rates. When students vote with their feet this can flag significant problems. We have to bear in mind that students often drop out for personal reasons, but if your college’s drop-out rate is higher than your peers, this is worth investigating.

    phillip P.J.B. W. and 12 others like this

  • Rina SahayRina

    Rina Sahay

    Technical educator looking for a new opportunity or career direction

    I agree with what Michael says – to a point. Unfortunately student evaluations have also been used as a venue for disgruntled students, acting alone or in concert – a popularity contest of sorts. Even more unfortunately college administrations (especially for-profits) tend to rate Instructor effectiveness on the basis of student evaluations.

    IMHO, student evaluation questions need to be carefully crafted in order to be as objective as possible in order to eliminate the possibility of responses of an unprofessional nature. To clarify – a question like “Would you recommend this teacher to other students?” has the greatest potential for counter-productivity.

    Maria P.phillip P. and 6 others like this

  • Robert WhippleRobert

    Robert Whipple

    Chair, English Department at Creighton University

    No.

    Rina S.Elizabeth T. and 7 others like this

  • Dr. Virginia Stead, Ed.D.Dr. Virginia

    Dr. Virginia Stead, Ed.D.

    2013-2015 Peter Lang Publishing, Inc. (New York) Founding Book Series Editor: Higher Education Theory, Policy, & Praxis

    This is not a Cartesian question in that the answer is neither yes nor no; it’s not about flipping a coin. One element that may make it more likely that student achievement is a result of teacher effectiveness is the comparison of cumulative or summative student achievement against incoming achievement levels. Another variable is the extent to which individual students are sufficiently resourced (such as having enough food, safety, shelter, sleep, learning materials) to benefit from the teacher’s beneficence.

    Bridget K.Simphiwe N. and 4 others like this

  • Barbara

    Barbara Celia

    Assistant Clinical Professor at Drexel University

    Depends on how the evaluation tool is developed. However, overall I do not believe they are effective in measuring teacher effectiveness.

    Jeremy W.Ronnie S. and 1 other like this

  • Sri YogamalarSri

    Sri Yogamalar

    Lecturer at MUSC, Malaysia

    Overall, I think students are the best judge of a teacher’s effective pedagogy methods. Although there may be students with different learning difficulties (as there usually is in a class), their understanding of the concepts/principles and application of the subject matter in exam questions, etc. depends on how the teacher imparts such knowledge in a rather simplified and easy manner to enhance analytical and critical thinking in them. Of course, there are students too who give a bad review of a teacher’s teaching mode out of spite just because the said teacher has reprimanded him/her in class for being late, for example, or for even being rude. In such a case, it would not be a true reflection of the teacher’s method of teaching. A teacher tries his/her best to educate and inculcate values by imparting the required knowledge and ensuring a 2-way teaching-learning process. It is the students who will be the best judge to evaluate and assess the success of the efforts undertaken by the teacher because it is they who are supposed to benefit at the end of the teaching exercise.

    Chunli W.Simphiwe N. and 2 others like this

  • Paul S HickmanPaul S

    Paul S Hickman

    Member of the Council of Trustees & Distinguished Mentor at Warnborough College, Ireland & UK

    No! No!

    Anne G.Maria P. and 2 others like this

  • Bonnie FoxBonnie

    Bonnie Fox

    Higher Education Copywriter

    In some cases, I think evaluations (and negative ones in particular) can offer a good perspective on the course, especially if an instructor is willing to review them with an open mind. Of course, there are always the students who nitpick and, as Rina said, use the eval as a chance to vent. But when an entire class complains about how an instructor has handled a course (as I once saw happen with a tutoring student whose fellow classmates were in agreement about the problems in the course), I think it should be taken seriously. But I also agree with Daniel about how evaluations should be viewed like a customer service survey for student satisfaction. Evals are only useful up to a point.

    I definitely agree about the way evaluations are worded, though, to make sure that it’s easier to recognize the useful information and weed out the whining.

    Maria P.Pierre H. and 4 others like this

  • Pierre HENONPierre

    Pierre HENON

    university teacher (professeur agrege)

    I am director of studies and students in continuing education are making evaluation of the teaching effectiveness. Because I am in an ISO process, I must take in account those measurements. It might be very difficult sometimes because the number of students does not reach the level required for the sample to be valid (in a statistic meaning). But in the meantime, I believe in the utility of such measurements. The hard job is for me when I have to discuss with the teacher who is under the required score.

    Simphiwe N.Maria P. like this

  • Maria PerssonMaria

    Maria Persson

    Senior Tutor – CeTTL – Student Learning & Digital/Technology Coach (U of W – Faculty of Education)

    I’m currently ‘filling in’ as the administrator in our Teaching Development Unit – Appraisals and I have come to appreciate that the evaluation tool of choice is only that – a tool. How the tool is used in terms of the objective for collecting ‘teaching effectiveness’ information, question types developed to gain insight of, and then how that info is acted upon to inform future teaching and learning will in many ways denote the quality of the teaching itself !

    Student voice is not just about keeping our jobs, ‘bums on seats’ or ‘talking with their feet’ (all part of it of course) but should be about whether or not we really care about learning. Student voice in the form of evaluating teachers’ effectiveness is critically essential if we want our teaching to model learning that affects positive change – Thomas More’s educational utopia comes to mind…

    Simphiwe N.Pierre H. and 4 others like this

  • David ShallenbergerDavid

    David Shallenberger

    Consultant and Professor of International Education

    Alas, I think they are weak indicators of teaching effectiveness, yet they are used often as the most important indicators of the same. And in the pursuit of high response rate, they are too often given the last day of class, when they cannot measure anything significant — before the learning has “sunk in.” Ask better questions, and ask the questions after students have had a chance to reflect on the learning.

    Barbara C.Pierre H. and 9 others like this

  • Cathryn McCormackCathryn

    Cathryn McCormack

    Lecturer (Teaching and Learning), and Belly Dance teacher

    I’m just wrapping up a very large project at my university that looked at policy, processes, systems and the instrument for collecting student feedback (taking a break from writing the report to write this comment). One thing that has struck me very clearly is that we need to reconceptualise SETs. de Vellis, in Scale Development, talks about how a scale generally has a higher validity if the respondent is asked to talk about their own experiences.

    Yet here we are asking students to not only comment on, but evaluate their teachers. What we really want students to do in class in concentrate on their learning – not on what the teacher is doing. If they are focussing on what the teacher is doing then something is not going right. The way we ask now seems even crazier when we consider the most sophisticated conception of teaching is to help students learn. So why aren’t we asking students about their learning?

    The standard format has something to do with it – it’s extremely difficult to ask interesting questions on learning when the wording must align with a 5 point Likert response scale. Despite our best efforts, I do not believe it is possible to prepare a truly student centred and learning centred questionnaire using this format.

    An alternate format I came across that I really liked (Modified PLEQ Devlin 2002, An Improved Questionnaire for Gathering Student Perceptions of Teaching and Learning), but no commercial evaluation software (which we are required to purchase) can do it. A few overarching questions sets the scene for the nature of the class, but the general question format goes: In [choose from drop down list] my learning was [helped/hindered] when [fill in the blank] because [fill in the blank]. The drop down list would include options such as lectures, seminars/tutorials, a private study situation, preparing essays, labs, field trip, etc. After completing one question the student has the option to fill in another … and another … and another … for as long as they want.

    Think about what information we could actually get on student learning if we we started asking like this! No teacher ratings, all learning. The only number that would emerge would be the #helped and the #hindered.

    Maria P.Pierre H. and 6 others like this

  • Hans TilstraHans

    Hans Tilstra

    Senior Coordinator, Learning and Teaching

    Keep in mind “Goodhart’s Law” – When a measure becomes a target, it ceases to be a good measure.

    For example, if youth unemployment figures become the main measure, governments may be tempted to go for the low hanging fruit, the short term (eg. a work for the dole stick to steer unemployed people into study or the army).

    Punita S.Laura G. and 2 others like this

  • robert easterbrookrobert

    robert easterbrook

    Education Management Professional

    Nope.

    Catherine W.Anne G. like this

  • John StanburyJohn

    John Stanbury

    Professor at Singapore Institute of Management

    I totally agree with most of the comments here. I find student evaluations to be virtually meaningless as measures of a teachers’ effectiveness. They are measures of student perception NOT of learning. Yet university administrators eg Deans, Dept chairs, persist in using them to evaluate faculty performance in the classroom to the point where many instructors have had their careers torn apart. Its an absolute disgrace!! But no one seems to care! That’s the sick thing about it!

    Ronnie S.Maria P. and 4 others like this

  • Simon YoungSimon

    Simon Young

    Programme Coordinator, Pharmacy

    Satisfaction cannot be simply correlated with teaching quality. The evidence is that students are most “satisfied” with courses that support a surface learning approach – what the student “needs to know” to pass the course. Where material and delivery is challenging, this generates less crowd approval but, conversely, is more likely to be “good teaching” as this supports deep learning.

    Our challenge is to achieve deep learning and still generate rave satisfaction reviews. If any reader has the magic recipe, I would be pleased to learn of it.

    joe O.Maria P. and 4 others like this

  • Laura GabigerLaura

    Laura Gabiger

    Professor at Johnson & Wales University

    Top Contributor

    Maybe it is about time we started calling it what it is and got Michelin to develop the star rating system for our universities.

    Nevertheless I appreciate everyone’s thoughtful comments. Muvaffak, I agree with you about the importance and also the difficulty of measuring student learning. Cathryn, thank you for taking a break from your project to give us an overview.

    My story: the best professor and mentor in my life (I spent a total of 21 years as a student in higher education), the professor from whom I learned indispensable and enduring habits of thought that have become more important with each passing year, was one whom the other graduate students in my first term told me–almost unanimously– to avoid at all costs.

    Jeremy W.Maria P. and 1 other like this

  • Dr. Pedro L. MartinezDr. Pedro L.

    Dr. Pedro L. Martinez

    Former Provost and Vice Chancellor for Academic Affairs at Winston Salem State University & President of HigherEd SC.

    I am not sure that course evaluations based on one snap shot measure “teacher effectiveness”. For various reasons, some ineffective teachers get good ratings by pandering to the lowest level of intellectual laziness. However, consistently looking at comments and some other measures may yield indicators of teachers who are unprepared, do not provide feedback, do not adhere to a syllabus of record, and do not respect students in general. I think part of that information is based how questions are crafted.

    I believe that a self evaluation of instructor over a period of a semester could yield invaluable information. Using a camera and other devices, ask the instructor to take snap shots of their teaching/ learning in the classroom over a period of time and then ask for a self-evaluation. For the novice teacher that information could be evaluated by senior faculty and assist the junior faculty to improve his/her delivery. Many instructors are experts in their field but lack exposure to different methods of instructional delivery. I would like to see a taxonomy of a scale that measures the instructor’s ability using lecture as the base of instruction and moving up to levels of problem based learning, service learning, undergraduate research by gauging the different pedagogies (pedagogy, androgogy heutagogy, paragogy etc. that engage students in active learning.

    Dvora P.Maria P. and 1 other like this

  • Steve CharlierSteve

    Steve Charlier

    Assistant Professor at Quinnipiac University

    I wanted to piggyback on Cathryn’s comment above, and align myself with how many of you seem to feel about student evaluations. The quantitative part of student evals are problematic, for all of the reasons mentioned already. But the open-ended feedback that is (usually) a part of student evaluations is where I believe some real value can be gained, both for administrative purposes and for instructor development.

    When allowed to speak freely, what are students saying? Are they lamenting a particular aspect of the course/instructor? Is that one area coloring their response across all questions? These are all important considerations, and provide a much richer source of information for all involved.

    Sadly, the quantitative data is what most folks gravitate to, simply because it’s standardized and “easy”. I don’t believe that student evaluations are a complete waste of time, but I do think that we tend to focus on the wrong information. And, of course, this ignores the issues of timing and participation rates that are probably another conversation altogether!

    Dvora P.Sonu S. and 4 others like this

  • robert easterbrookrobert

    robert easterbrook

    Education Management Professional

    ‘What the Student Does: teaching for enhanced learning’ by John Biggs in Higher Education Research & Development, Vol. 18, No. 1, 1999.

    “The deep approach refers to activities that are appropriate to handling the task so that an appropriate outcome is achieved. The surface approach is therefore to be discouraged, the deep approach encouraged – and that is my working definition of good teaching. Learning is thus a way of interacting with the world. As we learn, our conceptions of phenomena change, and we see the world differently. The acquisition of information in itself does not bring about such a change, but the way we structure that information and think with it does. Thus, education is about conceptual change, not just the acquisition of information.” (p. 60)

    This is the approach higher education is trying adapt to at the moment, as far as I’m aware.

    Jeremy W.Adrian M. like this

  • Cindy KenkelCindy

    Cindy Kenkel

    Northwest Missouri State University

    My Human Resource students will focus on this issue in a class debate “Should student evaluation data significantly impact faculty tenure and promotion decisions?” One side will argue “yes, it provides credible data that should be one of the most important elements” and the other group will argue against this based on much of what has been said above. They will say student evaluations are basically a popularity contest and faculty may actually be dumbing down their classes in order to get higher ratings.

    To what extent is student data used in faculty tenure and promotion decisions at your institutions?

  • yasir

    yasir hayat

    Faculty member at institute of management sciences,peshawar

    NO

  • yasir

    yasir hayat

    Faculty member at institute of management sciences,peshawar

    NO

  • joe othmanjoe

    joe othman

    Associate Professor at Institute of Education, IIUM

    Agree with Pierre, when the number of students responding is not what is expected; then what?

  • joe othmanjoe

    joe othman

    Associate Professor at Institute of Education, IIUM

    Cindy; it is used in promotion decision in my university, but only a small percentage of the total points. Yet this issue is still a thorny one for some faculty

  • Sonu SardaSonu

    Sonu Sarda

    Lecturer at University of Southern Queensland

    How open are we? Is learning about the delivery of a subject only or bulding on soft skills as well?So if we as teachers are facilitating learning in a conducive manner ,would it not lead to an average TE at the least &thus indicate our teaching effectiveness at the base level. Indeed qualitative approach would be far better an approach, if we intend to accomplish the actual purpose of TE i.e Reflection for continual improvement.More and more classrooms are becoming learner centered and to accomplish this learners ‘say’ is vital.
    Some students using these as platforms for personal whims, must not be a concern for many, since the TE are averaged out .Of course last but not the least TEs are like dynamites and must be handled by experts.These are one of the means of assessing the gaps,if any, between the teaching and learning strategies. These must not be used for performance evaluation.If at all, then all the other factors such as the number of students,absenteeism,pass rate rather HD & D rates over a period of minimum three terms must also be included alongside.

  • Dvora PeretsDvora

    Dvora Perets

    Teaching colleague at Ben Gurion University of the Negev

    I implement a semester long self evaluation process in all my mathematics courses. Students gets 3 points (out of 100) for anonymously filling an online questionnaire online every week . They rate (1-5) their personal class experience (I was bored -I was fascinated, I understood nothing- I understood everything, The tutorials sessions didn’t-did help, I visited Lecturer’s/TA’s office hours, I spent X hours of self learning this week). They can also add verbal comments.
    I started it 10 years ago when I built a new special course, to help me “hear” the students (80-100 in each class) and to better adjust myself and the content to my new students. I used to publish a weekly respond to the verbal comments, accepting some and rejecting others while making sure to explain and justify any decision of mine.
    Not only that it helped me improve my teaching and the course but it turned out that it actually created a very solid perception of me as a caring teacher. I always was a very caring teacher (some of my colleagues accuse me of being over caring…) but it seems that “forcing” my student to give feedback along all the semester kind of “brought it out” to the open.

    I am still using long-semester feedback in all my courses and I consider both quantitative and qualitative responds. It helps me see that the majority of students understand me in class. I ignore those who choose “I understand nothing” – obviously if they were indeed understanding “nothing” they would have not come to class… (they can choose “I didn’t participate” or “I don’t wont to answer”)
    I ignore all verbal comments that aim to “punish” me and I change things when I think students r right.
    Finally, being a math lecturer for non-major students is extremely hard, both academically and emotionally. Most students are not willing to do what is needed in order to understand the abstract/complicated concepts and processes.
    Only few (“courageous “) students will attribute their lack of understanding to the fact that they did not attend all classes, or that they weren’t really focused on learning, (probably they spend a lot of time in “Facebook” during class..), or that they didn’t go over class notes at home and come to office hours when they didn’t understand something etc.
    I am encouraged by the fact that about 2/3 of the students that attend classes state they “understood enough” and above (3-5) all semester long. This is especially important as only 40-50% of the students fill the formal end of the semester SE and I bet u can guess how the majority of of them will rate my performance. Students fill SE before the final exam but (again) u can guess how 2 midterms with about 24% failures will influence their evaluation of my teaching.

    Cathryn M.Steve C. and 3 others like this

  • Michael TomlinsonMichael

    Michael Tomlinson

    Senior Director at TEQSA

    I think it’s important to avoid defensive responses to the question. Most participants have assumed that we are talking about individual teachers being assessed through questionnaires, and I share everyone’s reservations about that. I entirely agree that deep learning is what we need to go for, but given the huge amounts of public money that are poured into our institutions, we need to have some way of evaluating whether what we are doing is effective or whether it isn’t.

    I’m not impressed by institutions that are obsessed only with evaluation by numbers. However, there is some merit in monitoring aggregated statistics over time and detecting statistically significant variations. If average satisfaction rates in Engineering have gone down every year for five years shouldn’t we try and find out why? If satisfaction rates in Architecture have gone up every year for five years wouldn’t it be interesting to know if they have been doing something to bring that about that might be worthwhile? It might turn out to be a statistical artifact, but we need to inquire into it, and bring the same arts of critical inquiry to bear on the evidence that we use in our scholarship and research.

    But I always encourage faculties and institutions to supplement this by actually getting groups of students together and talking to them about their student experience as well. Qualitative responses can be more valuable than quantitative surveys. We might actually learn something!

    Laura G.yasir H. and 2 others like this

  • Aleardo

    Aleardo Manacero

    Associate Professor at UNESP – São Paulo State University

    As everyone here I also think that these evaluation forms do not truly measure teaching effectiveness. This is a quite hard thing to evaluate, since the effect of learning will be felt several years later, while performing their job duties.

    Besides that, some observations made by students are interesting for our own growth. I usually get these through informal talks with the class or even some students.

    In another direction, some of the previous comments are addressing deep/surface learning basically stating that deep learning is the right way to go. I have to disagree with this for some of the contents that have to be taught. In my case (teaching to computer science majors) it is important, for example, that every student have a surface knowledge about operating systems design, but those who are going to work as database analysts do not need to know the deep concepts involved with that (the same is true for database concepts for a network analyst…). So, surface learning has also its relevance in the professional formation.

    Jeremy W.Sonu S. like this

  • George ChristodoulidesGeorge

    George Christodoulides

    Senior Consultant and Lecturer at university of nicosia

    The usefulness of Student evaluations, like all similar surveys, is closely linked to the particular questions they are asked to answer. There are the objective-type/factual questions such as “Does he start class on time” or “does he speak clearly” and the very personal questions such as “does he give fair grades”… The effectiveness of a Teacher could be more appropriately linked to suitably phrased question, such as “has he motivated you to learn” and “how much have you bebnefited from the course”. The responses to these questions could, also, be further assessed by comparison with the final grades given to that particular course with the performance of the class in the other courses they have taken..during that semester. So, for assessing Teacher Effectiveness, one needs to ask relevant questions. and perform the appropriate evaluations..

  • Laura GabigerLaura

    Laura Gabiger

    Professor at Johnson & Wales University

    Top Contributor

    Michael has an excellent point that some accountability of institutions and programs is appropriate, and that aggregated data or qualitative results can be useful in assessing whether the teaching in a particular program is accomplishing what it sets out to do. Many outcomes studies are set up to measure the learning in an aggregated way.

    We may want to remember that our present conventions of teaching evaluation had their roots in the 1970s (in California, if I remember correctly), partly as a response to a system in which faculty, both individually and collectively, were accountable to no one. I recall my student days when a professor in a large public research institution would consider it an intrusion and a personal affront to be asked to supply a course syllabus.

    As the air continues to leak out of the USA’s higher education bubble, as the enrollments drop and the number of empty seats rises, it seems inevitable that institutions will feel the pressure to offer anything to make the students perceive their experience as positive. It may be too hard to make learning–often one of the most uncomfortable experiences in life–the priority. Faculty respond defensively because we are continually put in the position of defending ourselves, often by poorly-designed quantitative instruments that address every kind of feel-good hotel concierge aspect of classroom management while overlooking learning.

    John S. likes this

  • Sethuraman JambunathaSethuraman

    Sethuraman Jambunatha

    Dean (I & E) at Vinayaka Mission

    The evaluation of faculty by the students is welcome. The statistics of information can be looked into to a certain degree of objectivity. An instructor strict with his/her students may be ranked low in spite of being an asset to the department. A ‘free-lance’ teacher with students may be placed higher despite being a poor teacher. At any rate the HoD’s duty is to observe the quality of all teachers and his objective evaluation is final. The parents feed-back is also to be taken. Actually
    teaching is a multi-dimensional task and students evaluation is just one co-ordinate only.

  • Edwin

    Edwin Herman

    Associate Professor at University of Wisconsin, Stevens Point

    Student evaluations are a terrible tool for measuring teacher effectiveness. They do measure student satisfaction, and to some extent the measure student *perception* of teacher effectiveness. But the effectiveness of a teaching method or of an instructor is poorly correlated with student satisfaction: while there are positive linkages between the two concepts, students are generally MORE satisfied by an easy course that makes them feel good than by a hard course that makes them have to really think and work (and learn).

    Students like things that are flashy, and things that are easy more than they like things that require a lot of work or things that force them to rethink their core values. Certainly there are students who value a challenge, but even those students may not recognize which teacher gave them a better course.

    Student evaluations can be used effectively to help identify very poor teaching. But it is useless to distinguish between adequate and good teaching practices.

    John S. likes this

  • Cesar GranadosCesar

    Cesar Granados

    ex Vicerrector Administrativo en Universidad Nacional de San Cristóbal de Huamanga

    César S. Granados
    Retired Professor from The National University of San Cristóbal de Huamanga
    Ayacucho, PERÚ

    Since teaching effectiveness is a function of teacher competencies, an effective teacher is able to use the existing competencies to achieve the desired student´s results; but, student´s performance mainly depends of his commitment to achieve competencies.

  • Steve KaczmarekSteve

    Steve Kaczmarek

    Professor at Columbus State Community College

    The student evaluations I’ve seen are more like customer satisfaction surveys, and in this respect, there is less helpful information for the instructor to improve his or her craft and instead more feedback about whether or not the student liked the experience. Shouldn’t their learning and/or improving skills be at least as important? I’m not arguing that these concepts are mutually exclusive, but the evaluations are often written to privilege one over the other.

    There are other problems. Using the same evaluation tool for very different kinds of courses (lecture versus workshop, for instance) doesn’t make a lot of sense. Evaluation language is often vague and puzzling in what it rewards (one evaluation form asks “Was the instructor enthusiastic?” Would an instructor bursting with smiles and enthusiasm but who is disorganized and otherwise less effective be privileged over one who is low-key but nonetheless covers the material effectively?). The “halo effect” can distort findings, where, among other things, more attractive instructors can get higher marks.

    Given how many times I’ve heard from students about someone being their favorite instructor because he or she was easy, I question the criteria students may use when evaluating. Instructors are also told that evaluations are for their benefit to improve teaching ability, but then chairs and administrators use them in promotion and hiring decisions.

    I think if the evaluation tool is sound, it can be useful to helping instructors. But, lastly, I think of my own experiences as a student, where I may have disliked or even resented some instructors because they challenged me or pushed me out of my comfort zone to learn new skills or paradigms. I may have evaluated them poorly at the time, only to come to learn a few years later with greater maturity that they not only taught me well, but taught me something invaluable, and perhaps more so than the instructors I liked. In this respect, it would be more fair to those instructors for me to fill out an evaluation a few years later to accurately describe their teaching.

  • Diane

    Diane Halm

    Adjunct Professor of Writing at Niagara University

    Wow, there are so many valid points raised; so many considerations. In general, I tend to agree with those who believe it gauges student satisfaction more than learning, though there is a correlation between the two. After 13 years as an adjunct at a relatively small, private college, I have found that engagement really is what many students long for. It seems far less about the final grades earned and more about the tools they’ve acquired. It should be mentioned that I teach developmental level composition, and while almost no student earns an A, most feel they have learned much:)

    Pierre H. likes this

  • Nira HativaNira

    Nira Hativa

    Former director, center for the advancement of teaching at Tel Aviv University

    Student ratings of instruction (SRI) do not measure teaching effectiveness but rather student satisfaction from instruction (as some previous comments on this list suggest). However there is a substantial research evidence for the relationships between SRIs and some agreed-upon measures of good teaching and of student learning. This research is summarized in much detail in my recent book:
    Student Ratings of Instruction: A Practical Approach to Designing, Operating, and Reporting (220 pp.) https://www.createspace.com/4065544
    ISBN-13:978-1481054331

    Michael T.Diane H. and 1 other like this

  • robert easterbrookrobert

    robert easterbrook

    Education Management Professional

    Learning is not about what the teacher does, it is about what the learner does.

    Do not confuse the two.

    Learning is what the learner does with what the teacher teaches.

    If you think that learning is all about what the teacher does, then the SRI will mislead and deceive.

    Adrian M.David Shallenberger and 1 other like this

  • Sami SamraSami

    Sami Samra

    Associate Professor at Notre Dame University – Louaize

    Evaluation, in all its forms, is a complex exercise that needs both knowledge and skill. Further, evaluation can best be achieved through a variety of instruments. We know all of this as teachers. Question is how knowledgeable are our students regarding the teaching/learning process. More, how knowledgeable are our administrators in translating information collected from questionnaires (some of which are validity-questionable) into plausible data-based decisions. I agree that students should have a say in how their courses are being conducted. But to use their feedback, quantitatively, to evaluate university professors… I fear that I must hold a very skeptical stand towards such evaluation.

     

  • Top Contributor

    Quite an interesting topic, and I’m reminded of the ancient proverb, “Parts is not parts.” OK, maybe that was McDonalds. This conversation would make a very thoughtful manuscript.

    Courses is not courses. Which course will be more popular, “Contemporary Music” or “General Chemistry?”

    Search any university using the following keywords “really easy course [university].” Those who teach these courses are experts at what they do, and what they do is valuable, however the workload for the student is minimal.

    The major issues: (1) popularity is inversely proportional to workload; and (2) the composition of the questions appearing on course and professor evaluations (CAPEs).

    “What grade do you expect in this class? Instructor explains course material well? Lectures hold your attention?”

    If Sally gets to listen to Nickleback in class and then next period learn quantum mechanics, which course does one suppose best held her attention?

    A person about to receive a C- in General Chemistry is probably receiving that C- because s/he was never able to understand the material for lack of striving, and probably hates the subject. That person is very likely to have never visited the professor during office hours for help. Logically one might expect low approval ratings from such a scenario.

    A person about to receive an A in General Chemistry is getting that A because s/he worked his/her tail off. S/he was able to comprehend mostly everything the professor said, and most probably liked the course. Even more, s/he probably visited the professor during office hours several times for feedback.

    One might argue that the laws of statistics will work in favor of reality, however that’s untrue when only 20% of students respond to CAPEs. Those who respond either love the professor or hate the professor. There’s usually no middle ground. Add this to internet anonymity, and the problem is compounded. I am aware of multiple studies conducted by universities indicating high correlation between written CAPEs and electronic CAPEs, however I’d like to bring up one point.

    Think of the last time you raised your voice to a customer service rep on the phone. Would you have raised your voice to that rep in person?

    There’s not enough space to comment on all the variables involved in CAPE numerical responses. As of last term I stopped paying attention to the numbers and focused exclusively on the comments. There’s a lot of truth in most of the comments.

    I would like to see the following experiment performed. Take a group of 10,000 students. Record their CAPE responses prior to receiving their final grade. Three weeks later, have them re-CAPE. One year later, have them re-CAPE again. Two years. Three years. Finally, have them re-CAPE after getting a job.

    Many students don’t know what a professor did for them until semesters or years down the road. They’re likely to realize how good of a teacher the professor was by their performance in future courses in the same subject requiring cumulative mastery.

    Do I think student evaluations measure teaching effectiveness? CAPEs is not CAPEs.

    Ronnie S.Sonu S. like this

  • Anne GardnerAnne

    Anne Gardner

    Senior Lecturer at University of Technology Sydney

    No, of course they don’t.

  • Christa van StadenChrista

    Christa van Staden

    Owner of AREND.co, a professional learning community for educators

    No, it does not. Efficiency in class room should be measured by the results of students, their attitude towards students and the quality of their preparation. I worked with a man who told a story about the different hats and learning and thought that was a new way of looking at learning. To my utmost shock my colleague, who sat because he had to say something, told me that he did it exactly the same, same jokes, etc, when he did the course five years ago. For real – nothing changed, no new technology, no new insights. no learning happened over a period of five years, nothing? And he is rated very high – head of a new wing. Who rated him? How? And why did it not effect his teaching at all?

  • Mat Jizat AbdolMat Jizat

    Mat Jizat Abdol

    Chief Executive at Institut Sains @ Teknologi Darul Takzim ( INSTEDT)

    If we are looking for quality, we have to get information about our performance.in the lecture room. There are 6 elements normally being practice. They are: 1.Teaching Plan of lecture contents 2.Teaching Delivery 3.Fair and systematic of evaluation on student’s work 4. Whether the Teaching follows the semester plan.5. Whether the lecturer follows the T-Table and always on time of their lecturer hours and lastly is the Relationship between lecturer and students.

  • orlando mcallisterorlando

    orlando mcallister

    Department Head – Communications/Mathematics

    Do we need to be reminded that educators were students at one time or the other? So why not have students evaluate the performance of a teacher? After all, the students are contributing to their own investment in what is significant for survival; and whether it is effective towards career development to attain their full potential as a human sentient being towards the greater good of humanity; anything else falls short of human progress in a tiny rotating planet cycling through the solar system with destination unknown! Welcome to the ‘Twilight Zone.”

    Would you rather educate a student to make a wise decision to accept 10 gallons of water in a desert? Or accept a $1 million check that further creates mirages and illusory dreams of success?

  • Stephen RobertsonStephen

    Stephen Robertson

    Lecturer at Edinburgh Napier University

    I think what my students say about me is important. I’m most interested in the comments they make and have used these to pilot other ideas or adjust my approach.

    I’ve had to learn to not beat myself up about a few bad comments or get carried away with a few good ones.

    I also use the assessment results to see if the adjustments made have had the intended impact. I use the VLE logs as well to see how engaged the students are with the materials and what tools they use and when.

    I find the balance keeps me grounded. I want my students to do well and have fun. The dashboard on your car has multiple measures. Why should teaching be different? Like the car I listen for strange noises and look out the window to make sure I’m still on the road.

    Jeremy W. likes this

  • Allan SheppardAllan

    Allan Sheppard

    Lecturer/tutor/PhD student at Griffith University

    I think that most student evaluations are only reaction measures and not true evaluation of learning outcome or teaching effectiveness – and often evaluations are tainted if the student get a lower mark than anticipated
    I think these types of evaluation are only indicative — and should not really be used to measure teacher/teaching effectiveness – and should not be allowed to affect teachers’ careers
    I note Stephen’s point about multiple measures — unfortunately most evaluations are quick and dirty — and certainly do not provide multiple measures

    Jeremy W.John S. like this

  • Allan SheppardAllan

    Allan Sheppard

    Lecturer/tutor/PhD student at Griffith University

    interestingly most student evaluations are anonymous – so the student can say what he/she likes and not have to face scrutiny

    George C. likes this

  • Olga

    Olga Kuznetsova

    No, students’evaluations cannot fully measure teaching effectiveness.
    However,for the relationship to be mutually beneficial, you have to accept their judgement on the matter, Unfortunately a Unique teacher for all categories (types) of students does not exist in our dynamic world.

    George C. likes this

  • Penny PaliadelisPenny

    Penny Paliadelis

    Professor, Executive Dean, Faculty of Health, Federation University Australia

    Student evaluations are merely popularity contests, they tempt academics to ‘ dumb down’ the content in order to be liked and evaluated positively…this is a dangerous and slippery slope then can result in graduates being ill-prepared for the professions and industries they seek to enter.

    Kathleen C.John S. like this

  • Robson Chiambiro (MBA, MSc, MEd.)Robson

    Robson Chiambiro (MBA, MSc, MEd.)

    PRINCE 2 Registered Practitioner at Higher Colleges of Technology

    In my opinion the student-teacher evaluations are measuring popularity as others suggested but the problem is that some of the questions and intentions of assesing are not fulfilled due to the use of wrong questioning. I have never seen in the instruments a question asking students of their expectations from the teacher and the course as such. To me that is more important than to ask if the student likes the teaching style which students do not know anyway. Teachers who give any test before the assessment are likely to get low ratings than those who give tests soon after the evaluation.

  • Chris GarbettChris

    Chris Garbett

    Principal Lecturer Leeds Metropolitan University

    I agree with other contributors. The evaluations are akin to a satisfaction survey. Personally, if, for example, I stay at an hotel, I only fill in the satisfaction survey if something is wrong. If the service is as I expect, I don’t bother with the survey.

    I feel also that students rate the courses or modules on a popularity basis. A module on a course may be enjoyable, or fun, but not necessarily better taught than another subject with a less entertaining subject.

    Unfortunately, everyone seems to think that the student evaluations are the main criteria by which to judge a course.

    Olga K. likes this

  • Steve BentonSteve

    Steve Benton

    Senior Research Officer, The IDEA Center

    First of all, it would help if we stop referring to them as “student” or “course” evaluations. Students are not qualified to evaluate. That is what administrators are paid to do. However, students are qualified to provide feedback to instructors and administrators about their perceptions of what occurred in the class and of how much they believe they learned. How can that not be valuable information, especially for developmental purposes about how to teach more effectively? Evaluation is not an event that happens at the end of a course–it is an ongoing process that requires multiple indicators of effectiveness (e.g., student ratings of the course, peer evaluations, administrator evaluations, course design, student products). By triangulating that combination of evidence, administrators and faculty can then make informed judgments and evaluate.

    Olga K. likes this

  • Eytan FichmanEytan

    Eytan Fichman

    Lecturer at Hanoi Architectural University

    The student / teacher relationship around the subject matter is a ‘triangle.’ The character of the triangle has a lot to do with a student’s reception of the of the material and the teacher.

    The Student:
    The well-prepared student and the intrinsically motivated student can more readily thrive in the relationship. If s/he is thriving s/he may be more inclined to rate the teacher highly. The poorly prepared student or the student who requires motivation from ‘outside’ is much less likely to thrive and more likely to rate a teacher poorly.

    The Teacher:
    The well-prepared teacher and the intrinsically motivated teacher can more readily thrive in the relationship. If s/he is thriving students may be more inclined to rate the teacher highly. The poorly prepared teacher or the teacher who requires motivation from ‘outside’ is much less likely to thrive and more likely to achieve poor teacher ratings.

    The Subject Matter:
    The content and form of the subject matter are crucial, especially in their relation to the student and teacher.

  • Daniel GoecknerDaniel

    Daniel Goeckner

    Education Professonal

    Student evaluations do not measure teaching effectiveness. I have been told I walk on water and am the worst teacher ever. The major difference was the level of student participation. The more they participated the better I was.

    What I use them for is a learning tool. I take the comments apart looking for snippets that I can use to improve my teaching.

    I have been involved in a portfolio program the past two years. One consist is the better the measured outcomes, the worse the student reviews.

    • Dr. Pedro L. MartinezDr. Pedro L.

      Dr. Pedro L. Martinez

      Former Provost and Vice Chancellor for Academic Affairs at Winston Salem State University & President of HigherEd SC.

      Steve,
      Have you ever been part of a tenure or promotion committee evaluation process? In my 35 years of experience, faculty members do not operate in that ideal smooth linear trajectory that you have described. On the contrary, they partition evaluations into categories and look at student course evaluations as the evidence of an instructor’s ability to teach. However, faculty can choose which evaluations they can submit and what comments they want to include as part of the record. I have never seen “negative comments” as evidence of “ineffective teaching”. The five point scale is used and whenever that falls below a 3.50, it becomes a great concern for our colleagues!

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Sethuraman JambunathaSethuraman

      Sethuraman Jambunatha

      Dean (I & E) at Vinayaka Mission

      There are many other ways of asserting the faculty by the peer group. There can be a weekly seminar and faculty members are expected to give a seminar and other faculty members and students are the audience. This measures how much interest a faculty has in some chosen areas. The Chair (HoD) can talk to some selected students (chosen as representing highly motivated/average/take easy) and reach a decision for tenure-track. As I said earlier the students’ evaluation can be one of many aspects. In my own experience other (senior) faculty evaluation is many times detrimental to the progress of junior faculty. But one ask the HoD is the senior most: but one thing is clear, the chair of the ‘Chair’ has some ‘vision’ and transcends discrimination and partisan feelings. In India we call: “(Sar)Panch me Parameshwar rahtha hai”, meaning: On the position of Judge, God dwells (sits). Think of Becket and the King Henry II. As archbishop, Rev. Thomas Becket was a completely changes person fully submerged in divinity order. So the Chair is supremo. Students evaluation is just

    • Susan WrightSusan

      Susan Wright

      Assistant Professor at Clarkson University

      Amazing how things work…I’m actually in the process of framing out a research project related to this very question. Does anyone have any suggestions for specific papers I should look at i.e. literature related to the topic?

      With respect to your question, I believe the answer depends on the questions that get asked.

    • Sarah LowengardSarah

      Sarah Lowengard

      Researcher, Writer, Editor, Consultant (history, technology, art, sciences)

      I fall on the “no” side too.

      The school-derived questionnaires nearly always ask the wrong questions, for one.

      I’ve always thought students should wait some years (3-20) before providing feedback, because the final day of class is too recent to do a good assessment.

      David Shallenberger likes this

    • Jeremy

      Jeremy Wickins

      Open University Coursework Consultant, Research Methods

      I’m quite late to the topic here, and much of what I think has been said by others. There is a difference between the qualitative and quantitative aspects of student evaluations – I am always fascinated to find out what my students (and peers, of course, though that is a different topic) do/do not think I am doing well so I can learn and adapt my teaching. For this reason, I prefer a more continuous student evaluation than the questionnaire at the end of the course – if I need to adapt to a particular group, I need the information sooner rather than later.

      However, the quantitative side means nothing unless it is tied back to hard data on how the students did in their assessments – an unpopular teacher can still be a *good* teacher of the subject at hand! And the subject matter counts a lot – merely teaching an unpopular but compulsory subject (public law, for instance!) tends to make the teacher initially unpopular in the minds of students – a type of shooting the messenger.

      Teaching isn’t a beauty contest – these metrics need to be used in the right way, and combined with other data if they are to say anything about the teaching.

    • Dr. James R. MartinDr. James R.

      Dr. James R. Martin

      Professor Emeritus

      I wrote a paper about this issue a few years ago. Briefly, the thrust of my argument is that student opinions should not be used as the basis for evaluating teaching effectiveness because these aggregated opinions are invalid measures of quality teaching, provide no empirical evidence in this regard, are incomparable across different courses and different faculty members, promote faculty gaming and competition, tend to distract all participants and observers from the learning mission of the university, and insure the sub-optimization and further decline of the higher education system. Using student opinions to evaluate, compare and subsequently rank faculty members represents a severe form of a problem Deming referred to as a deadly disease of western style management. The theme of the alternative approach is that learning on a program-wide basis should be the primary consideration in the evaluation of teaching effectiveness. Emphasis should shift from student opinion surveys to the development and assessment of program-wide learning outcomes. To achieve this shift in emphasis, the university performance measurement system needs to be redesigned to motivate faculty members to become part of an integrated learning development and assessment team, rather than a group of independent contractors competing for individual rewards.

      Martin, J. R. 1998. Evaluating faculty based on student opinions: Problems, implications and recommendations from Deming’s theory of management perspective. Issues in Accounting Education (November): 1079-1094. http://maaw.info/ArticleSummaries/ArtSumMartinSet98.htm

      Barbara C. likes this

    • Joseph Lennox, Ph.D.The next logical step in the discussion would appear to be, “How would you effectively measure teacher effectiveness?”

      With large enrollment classes, one avenue is here:

      http://www.insidehighered.com/views/2013/10/11/way-produce-more-information-about-instructors-effectiveness-essay

      So, how should teacher effectiveness be measured?” data-li-editable=”false” data-li-edit-sec-left=”900″ data-li-time=”” />

      There appears to be general agreement that the answer to the proposed question is “No.”

      The next logical step in the discussion would appear to be, “How would you effectively measure teacher effectiveness?”

      With large enrollment classes, one avenue is here:

      http://www.insidehighered.com/views/2013/10/11/way-produce-more-information-about-instructors-effectiveness-essay

      So, how should teacher effectiveness be measured?

      Jeremy W.Olga K. like this

    • Ron MelchersRon

      Ron Melchers

      Professor of Criminology, University of Ottawa

      Top Contributor

      To inform this discussion, I would highly recommend this research review done for the Higher Education Quality Council of Ontario. It’s a pretty balanced and well-informed treatment of student course (and teacher) evaluations:http://www.heqco.ca/SiteCollectionDocuments/Student%20Course%20Evaluations_Research,%20Models%20and%20Trends.pdf

      Joseph L.Ken R. like this

    • Ron MelchersRon

      Ron Melchers

      Professor of Criminology, University of Ottawa

      Top Contributor

      Just to add my own two cents (two and a half Canadian cents at this point), I think students have much of value to tell us about their experience in our courses and classes, information that we can use to improve their learning and become more effective teachers. They are also able to inform academic administrators of the degree to which teachers fulfill their basic duties and perform the elementary tasks they are assigned. They have far less to tell us about the value of what they’re learning to their future, their professions … and they are perhaps not the best qualified to identify effective learning and teaching techniques and methods. Those sorts of things are better assessed by knowledgeable, expert professional and academic peers.

      David Shallenberger likes this

    • Barbara

      Barbara Celia

      Assistant Clinical Professor at Drexel University

      Thank you, Ron. A great deal of info but worth reading and analyzing.

    • Prof. Ravindra Kumar

      Prof. Ravindra Kumar Raghuvanshi

      Member of Academic committees of some Universities & Retd.Prof.,Dept.of Botany,University of Rajasthan,Jaipur.

      Student rating system may not necessarily be a reliable method to assess the teaching
      effeciveness,because it depends upon individual grasping/understanding power, intelligence
      and study tendency A teacher does his/her job well, but how many students understand
      it well. It is reflected invariably in the marks obtained by them.