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The Teacher’s Guide To Twitter

The Teacher’s Guide To Twitter

 http://www.edudemic.com/guides/guide-to-twitter/

Create, Don’t Just Consume
Connect and Network
Share Your Resources

Guide To Education-Oriented Twitter Hashtags

Guide To Education-Oriented Twitter Hashtags
http://edudemic.com/wp-content/uploads/2012/10/education-twitter-hashtags-730×1805.jpg

Getting Connected

With these tips and tools, you’ll be able to get connected with the people that matter most to you on Twitter.

  1. Follow experts: Get useful information from other experts in your field.
  2. Twitterholic: With Twitterholic, you’ll be able to find the most popular users on Twitter.
  3. Make friends with your competition: It may seem counterintuitive, but connecting with your competition can help keep you in the know and well networked.
  4. Twitter Fan Wiki: Find a directory and more in this wiki.
  5. Don’t follow too many new people at once: Follow too many people without reciprocation, and you’ll come off as a spammer.
  6. TwitterPacks: Check out this tool to locate people according to their interest group.
  7. WeFollow: Find people by industry or hobby using WeFollow.
  8. Follow back: When you discover new followers, be sure to follow them back if they are interesting or offer value to you.
  9. Keep your follow ratio balanced: Follow too many people without being followed back, and you will seem spammy, but if you have lots of followers that you don’t follow back, you’ll come off as snobby.
  10. Localtweeps: You can use this tool to filter tweets by zip code.
  11. Participate in Twitter events: Be a part of #followfriday, #musicmonday, and similar events to be a part of the community.
  12. Geofollow: Search for others in your location with this site.
  13. Twitterel: With Twitterel, you can find users with common interests.
  14. Twinfluence: Use Twinfluence to discover users with good reach, velocity, and social capital.
  15. Twellow: Use Twellow to find Twitter users based on category.
  16. Twitter Snipe: Twitter Snipe will auto follow users based on your niche.
  17. Talk to people about their interests: Show that you’re human by discussing things that are important to others.
  18. Follow your followers’ followers: Check out the follow lists of people you find interesting and connect with them.
  19. Be patient: Amassing Twitter followers doesn’t happen overnight. Be patient, and you’ll build a group of valuable followers.

Search

Put Twitter’s massive amounts of information to work by using these search tips and tools.

  1. Twitority: This search engine offers results based on Twitter users with authority.
  2. TwitterLocal: Search for tweets around a specific area with the help of this tool.
  3. Use keyword tricks: Take advantage of the advanced search option on Twitter.
  4. Use quotation marks: If you’re looking for a specific term, put it in quotation marks to get better results.
  5. Twithority: With Twithority, you’ll find Twitter search results with authority.
  6. Use hashtags: If you come across a useful hashtag, click on it to see what else you’ll find.
  7. Subscribe: Keep up with useful keywords and hashtags by setting up an RSS subscription for them.
  8. Pay attention to trends: Stay on top of the latest in your field by seeking out and participating in trending topics. For instance, students enrolled in political science degree programs may want to follow trending topics related to upcoming local and state elections.
  9. Retweetist: Retweetist shares popular trends, topics, and people using retweets on Twitter.
  10. Tweet Volume: With this tool, you can find out if your keywords are popular on Twitter or not.
  11. Tweetmeme: Check out Tweetmeme to learn about retweeting stats for articles on Twitter.
  12. Twitt(url)y: Find out about hot news with this tool that sorts URLs by how frequently they are mentioned in tweets.
  13. Twackle: With this aggregator, you’ll be able to find news and more in a single destination.
  14. Twitter Sniffer for Brands: Twitter Sniffer makes it easy for you to keep track of conversations about you on Twitter.
  15. Twuoted: Find popular quotes with this site that follows the #quote hashtag.
  16. Tweet Scan: Follow Twitter conversations by keyword and category using Tweet Scan.
  17. Monitter: Stay on top of 3 keywords at once with this keyword search tool.
  18. Pay attention to timing: Monitor the most popular hours for your Twitter followers, then concentrate your most important messages in those hours for more effective tweeting.

Organization

With these tips and tools, you can keep all of your information on Twitter well organized.

  1. Use a tool to manage Twitter: Don’t let your research get lost-use a tool to organize everything.
  2. Tweetdeck: Make use of this tool to organize tweets from various groups into easy to manage categories.
  3. Don’t try to read everything: You will be on Twitter all day and all night if you try to read every single tweet from your followers-just drop in when you can.
  4. My Tweeple: This tool will help you organize the people you’re following.
  5. Tweetree: See your Twitter stream in a tree with organized conversations using Tweetree.
  6. Make good use of alert tools: Make sure you’re not missing good conversations by setting up alerts that will tell you when friends and other Twitter users discuss keywords you’re interested in.
  7. Tweet Clouds: Analyze your keyword usage with this tool.
  8. Twitterator: Monitor groups of people while staying organized with the help of this script.

Authority Building

Follow these tips and use these tools in order to establish yourself as an authority in your field.

  1. Own your brand: Even if you don’t want to use your real name on Twitter, at least claim it so that no one else can use it against you.
  2. Be retweetable: Share tweets that others will want to retweet.
  3. Use popular tweets as blog posts: If you share a site or bit of information that turns out to be very popular, use it as a jumping off point for a blog post.
  4. Use your real name as your Twitter name: Be more personal and authoritative by using your real name.
  5. Respond: Don’t just sit in your ivory tower-talk back to the people who want to engage with you.
  6. Share your credentials: Let people know why you’re an expert in your field.
  7. Shake things up: Offer a good variety in your stream of links, blog posts, retweets, responses, and questions.
  8. Just don’t spam: Don’t do it-no one likes it, and it won’t be tolerated.
  9. Share information: Gain a reputation as an expert by sharing helpful links, resources, and more.
  10. Be sincere: Be honest and considerate in your tweets and replies.
  11. Find out authoritative keywords: See which keywords the authorities in your niche are using.
  12. Discuss what’s hot: Share your opinions and resources on what’s currently moving on Twitter.
  13. Don’t go crazy with links: Avoid using your Twitter account just to post links to your blog.
  14. Point out interesting information: Don’t just talk about yourself, discuss what’s happening in your field.
  15. Follow authorative accounts: Populate your Twitter neighborhood with people who have authority.
  16. Promote your Twitter URL: Share your Twitter name on your email, blog, Facebook, and other locations online so people can find you.
  17. Slow down: Don’t clog up your followers’ Twitter screens-keep your Tweets relevant and interesting, not inane and constant.
  18. Don’t always talk about yourself: Talk about more than just your own agenda.
  19. Be helpful: Spread goodwill by answering questions, introducing others, and offering recommendations.
  20. Reply to others: Get involved with the people you follow and engage in the Twitter conversation with replies.
  21. Show your personality: Show off the person behind the brand on Twitter.
  22. Use keywords: Use keywords that are important to your field to attract followers.

Getting Value

Follow these tips to make sure you’re getting value out of your Twitter experience.

  1. Networking: Meet offline with others in your field to get great value out of Twitter.
  2. Be useful: Give advice, resources, and more.
  3. Fill out your bio: Make sure people know where to go to find more information about you.
  4. Use Twitter on your blog: Keep your blog updated up to the minute with Twitter.
  5. Stop abuse in its tracks: Use Twitter to find out who is badmouthing you, and use action to stop it.
  6. Connect with complementary businesses: Find value in Twitter by getting connected with others that can support your business or niche.
  7. Enjoy ambient knowledge: With Twitter, you’ll be able to stay on top of news in your field around the clock.
  8. Listen: Just listen, and you’ll find interesting and useful information.
  9. Promote events: Use Twitter to promote live and virtual events like seminars, sales, and more.
  10. Ask for help: Get instant feedback by asking for help on Twitter.
  11. Meet your customers: Use Twitter as a way to interact with your customers, whether through the service or in real life.
  12. Listen to your critics: Find out what people are saying about you, then respond to it and act on it.

How To Connect With Students On Twitter

  1. Don’t require that students follow your account.
  2. Commit to posting at regular intervals. 
  3. Vary the time of day of the posts.
  4. Post links to content that is user friendly.
  5. Know your audience’s interests. 
  6. Don’t just retweet, generate original links. 
  7. Suggest people, organizations or magazines to follow.
  8. Be personal. 
  9. … yet avoid the overly personal comments. 

Twitter Rules Every Teacher Should Know

Rule #3

If you’re adding the Twitter logo to some marketing materials, here’s how to properly format it all. Same goes if you’re just adding in the Twitter Bird to other materials. Useful to know.

twitter advertising guidelines

Rule #4

Always capitalize the T in Twitter and Tweet. Seriously. That’s a little-known rule that basically everyone doesn’t follow but it’s worth trying to remember!

A Useful Twitter Cheat Sheet

A Useful Twitter Cheat Sheet

Twitter Tips For Students and Teachers

See Also: A Visual Guide To Twitter For Beginners

  1. Actually complete your bio. You’ll get more mileage out of your Twitter account if you actually create a profile that says something about you, offering potential followers information about your interests, professional or otherwise.
  2. Learn the basics. Learn the basic terminology for Twitter and the major functions it can perform by doing a little reading on helpful social media blogs beforehand. You’ll thank yourself later.
  3. Get some style. Before you send out your first tweet, decide what kind of tweeter you want to be. The London School of Economics and Political Science offers up three major styles here so you can learn more about the subject.
  4. Learn from others. One of the best ways to learn how to use Twitter is to spend some time seeing how others have set up and been using their accounts. Luckily, there are tons of other academics on Twitter to learn from.
  5. Don’t be mean. The Internet is full of people who are all too happy to say some pretty harsh things, but just because they’re incredibly tactless doesn’t mean you have to be. Never say anything on Twitter you wouldn’t want people to find out about, or wouldn’t say in any other situation. If people are hassling you, ignore them and move on.
  6. Announce that you’ll be joining a hashtag chat or conference. If you’re going to be tweeting more than usual, let your followers know in advance so they can choose to tune out if they’re not interested in your live tweeting or chatting.
  7. Actually respond in a reasonable amount of time. If someone asks you a question or directs a tweet your way, respond as soon as you can, just like with email or any other digital communication, especially if you’re using Twitter in your courses.
  8. Be gracious and say thank you. A little bit of gratitude goes a long way on Twitter. If someone helps you out or shares your research, don’t forget to say thanks.
  9. Make mistakes. No one is perfect, and if you’re new to Twitter you’re probably going to have a few gaffes along the way as you learn the ropes. That’s OK! Don’t let it slow your enthusiasm for using the social site.
  10. Start your own hashtag chat. Twitter chats have exploded in popularity in recent months, so get in on the trend while the getting’s good. Start your own chat on an academic topic, or chime in on other bigger existing chats for a chance to network.
  11. Find and use some hashtags. You’ll make it easier for others to find your tweets if you add a few relevant hashtags here and there.
  12. Do ‘Follow Friday’. Every Friday, Twitter explodes with suggestions on who to follow. Offer up your own and you may just end up in someone else’s suggestions.
  13. Share the stuff you’re reading. Reading a story on a site like Edudemic? Found an amazing article in pop-science about your research field? Share it! If it’s interesting, it’ll probably get retweeted and passed around, and you might just interest a student or two to boot.
  14. Reach out and connect with someone. Not everyone you connect with on Twitter has to be in your field or even in academia. In fact, you might enrich your research and your professional life by reaching out to other fields and professions.
  15. Do some backchannel talks. Whether you have students post to Twitter during class or ask them to share comments during a presentation, these backchannel talks can help facilitate conversation and provide a record of a shared learning experience.
  16. Create your own classroom hashtag. One way to keep classroom tweets organized is by having a shared hashtag that all students use. Just make sure no one else is using it!
  17. Connect Twitter to Moodle or Blackboard. You can help push students to interact using Twitter by adding a Twitter widget to your Blackboard or Moodle site for the class. Follow the instructions here to get started.
  18. Don’t mandate your students follow you on Twitter. Don’t force students to follow you on Twitter unless it’s part of the course. Let them decide to follow or not.
  19. Be happy (see #5 above). You don’t have to be super serious on Twitter to earn students’ respect. In fact, loosening up could just help improve your rapport with your students.
  20. Live-tweet a conference or event (see #6). Share your conference-going experience by tweeting updates about it throughout the day to your followers.
  21. Share some of your lesson plans. Educators and academics can come together to share and collaborate on lesson plans quite easily using Twitter.
  22. Collaborate with other teachers / parents / students. If you find you have similar interests with another academic, use Twitter to work together on research ideas, classroom solutions, and other topics.
  23. Collaborate with other classrooms in your school, district, or another country.Why work alone when you can connect with other college classrooms? That’s just what many college classes are doing these days.
  24. Host reading discussions. Holding a reading discussion over Twitter gives everyone a chance to chime in, even shy students who might not otherwise speak up.
  25. Actually use Twitter for writing assignments. Want to teach your students the art of brevity? Assign them poetry or prose to be written on Twitter.

The Teacher’s Guide To Twitter Hashtags

Are you looking to figure out exactly which Twitter hashtag is the right one to follow? There’s no shortage of options and it can feel overwhelming. Sure, there’s the popular #edchat and #edtech hashtags most of us follow. But what about the more focused tags that you’re missing out on?

#edapp

educational apps

#elearn I’d suggest using this rather than the longer #elearning
#flipchat chat platform for flipped classroom educators. See here.
#flipclass platform for those interested in the flipped classroom.
#flippedclassroom Obsolete. Use the shorter #flipclass. All about the flipped classroom
#gbl game-based learning
#globalclassroom Good for finding global collaboration / connections, sharing #globaled practice. Official chats run monthly over 3 days. Click here for schedule
#ipadchat name speaks for itself. See here.

LMS: how can I search its content

Q:

Hi all,

Please excuse duplication but I’m trying to get this to as many people as possible.

There are two courses in the M1/M2 years in our medical college that are extraordinarily large. In many schools it’s called the “Doctoring” course. Our university uses Blackboard as our LMS, but as there is no real search mechanism in Blackboard, the content is hard to organize and locate. I’ve been trying to think of good options for this type of course and have come up with iTunesU and Moodle with search installed and turned on.

Do any of you have other options you might recommend?

Thanks,
Max~~~~~~~~~~~~~~~~~~~~~~
Max Anderson, MLIS

Instructional Designer, Undergraduate Medical Education

UIC College of Medicine
150 College of Medicine West
1819 W. Polk St. (M/C 785)
Chicago, IL 60612-7332
Phone: 312-996-5898

Fax: 312-413-3410

UGME Website: http://chicago.medicine.uic.edu/ugme

A:

On Wed, Mar 26, 2014 at 10:57 PM, matinga ragatz <matingaragatz@gmail.com> wrote:

@Max

Google Course Builder is free but you do need a bit of html/coding knowledge to get things looking right.

Post an update when you find your solution!

Cheers!!

==============================

Docebo? It is really daunting for online teaching, got me frustrated, but very good for your needs. Or you could Just put them on GDrive in folders and link them to any website (or LMS) that has an embedded discussion forum (G Groups, any LMS Discussion forum).

———–

Ammar Merhbi
Edtech and TESOL, M.A.
Educational Technology Specialist and Head of English Department
Google Apps and Moodle Administrator (http://www.learn.djis.edu.sa )
PD Specialist

excellent discusssion for and against students’ group work on LinkedIn’s “The Teaching Professor”

For those students who hate group work Manager’s Choice

Editor, Faculty FocusTop Contributor

A Lone Wolf’s Approach to Group Workfacultyfocus.com

“I’d really rather work alone. . .” Most of us have heard that from a student (or several students) when we assign a group project, particularly one that’s worth a decent amount of the course grade. It doesn’t matter that the project is large,…

  • jasim

    jasim hussein

    Professor of Pediatrics, Consultant Pediatrician at Babylon Medical College, Iraq

    It may be related to shyness, introversion , improper self confidence, phobia or due to little knowlege

    David L.Ron K. and 2 others like this

  • Steve WethingtonSteve

    Steve Wethington

    College Professor at College of the Mainland

    we train students to join the workforce. Team work is key. None of this lone wolf , inner child stuff. You cant be a nurse, a plant worker, someone in business unless you can teamwork……….

    if you want to be an academic , even then you have others in your department , you teach . whether they are shy, introverted makes no difference. We humans are a pack type animal.

    You can make all the esoteric analogies you want. But in this world , its a we world not an I one.

    Art L.David L. like this

  • Alan Dobrowolski, MBAAlan

    Alan Dobrowolski, MBA

    Professor (Adjunct) at Manchester Community College

    With the demographics that I work with, I do not feel that group projects are particularly productive. One thing we must always be sure of before assigning a group project is whether or not doing so supports the objective of the course. That said, a mandatory group project might not be appropriate, say, in an accounting class, where group dynamics and playing well with others is not particularly a focus of the class objective.

    For business classes, I give the option of group vs. individual project – but make it clear that the expectation multiplies by the number of group members. Our students work different schedules and all commute to class – the logistics alone can be overwhelming. Who’s going to watch the kids and the dogs?

    Historically, group projects can be particularly overly stressful for students requiring accommodations and/or are living with physiological or mental health issues. When a group project is assigned, it is incumbent upon the instructor to ensure any such issues are addressed.

    Assigning a group project now also makes us responsible for ensuring that the group functions appropriately, and the role of each group member is clearly identified so that you are able to assess performance. “Free riders” are an inherent reality in group projects, and as with public goods, someone still has to pay the price. (I have used a group project in an economics class – with a student “plant” to demonstrate the “free rider.”)

    Overall, I feel that group projects should only be assigned in a controlled structured environment, otherwise someone will always feel left out. I use scheduled group projects only in classes where doing so meets a course objective, as I feel this is fairest to all of the students.

    Grace T.Shagufta Tahir M. and 5 others like this

  • Brian R MurphyBrian R

    Brian R Murphy

    Professor of Fisheries Science at Virginia Tech

    No doubt the ‘lone wolf’ phenomenon is real, and we as educators have created it. Our educational system has reinforced to students that individual performance is supreme, and that is how they have generally been judged. Students have spent years polishing their capabilities to excel individually, and then suddenly we are saying that they need to not only work effectively in teams, but also figure out how to push team efforts to an excellent level so that their individual grade does not suffer due to below-average performance by other team members. So, first we need to be more consistent in our message(s) to students. We should be talking about critical professional skills (higher-level thinking, problem solving, communication, and teamwork) from the time they enter our university. And our curricula and courses should be designed to help them develop these skills. In the meantime, we should do all that we can to help them be successful in their new and unfamiliar teamwork roles. One way I have tried to reduce surprises and conflicts is to require student teams to develop a team charter before they commence any work. A charter lays out goals and methods for the team, along with expectations for team members and agreement on how conflicts will be resolved. I have students start at this link to learn about the benefits and structure of team charters: http://www.clarosgroup.com/jumpstart.pdf.

    Shagufta Tahir M.Alan D. and 5 others like this

  • Grace Turner Ph.D.Grace

    Grace Turner Ph.D.

    Founder, Clavester University College Ltd; Clicking Connections; Oh Gracie! Sorrel jelly, wine and short stories

    I find that getting students ready for team work is the way to go:

    What it is

    What is expected

    Roles of each member

    Employability factors from the task other than a grade (ie what skills they will learn to transfer to the working world as supervisors or workers)

    Fun

    Social benefits and the like

    I use it often with all my groups as one of the objectives of the courses I write or deliver.

    Dr Turner

    David L.Stephen W. L. and 2 others like this

  • Darrin Thomas, PhDDarrin

    Darrin Thomas, PhD

    Adjunct Lecturer at Asia Pacific International University

    I was one of those students who hated group work. The reason for me at least was because the group would slow me down. Often when people work in groups accountability goes down and people go off task. I remember being in groups were nobody wanted to do the assignment but wanted to socialize. In the real world this is not as bad because people are being employed and paid money so they have some motivation to work together.
    Sadly, there are times were students need to work in groups. However, if I have a student who insist on working alone I tried to make accommodations for them because that student used to be me.

    Ron K.Grace T. like this

  • Shagufta Tahir

    Shagufta Tahir Mufti

    Associate Professor , Anatomic and Clinical Pathology at King Abdulaziz University

    Top Contributor

    I agree with Alan that team projects should be chosen only if they are required to support the ILOs.However although the course may or may not require the team project we should keep in mind that all graduates are sooner or latter going to work outside the institution with people whom they dont know at all.If they are not encouraged to deal with their own familiar peers (at a relatively more flexible stage of their lives) I dont see how we can expect them to demonstrate standard collegiality later on in their careers.So I think team projects do groom our students with culture, grace , dignity and respect above all.It fosters life long professional relationships in which the team members become invested in each others ” development and well-being”

    Yes! a serious challenge to team project is that of ” free riders” because they can potentially annoy and de- motivate delligent students.In my experience there has always been a note of caution in using “team projects ” since team’s performance is difficult to implement which I suppose is about ” performance mangement”.

    This can be addressed by choosing the right design for the project that should be designed in a way that individual efforts are observable and measurable keeping the number of students to small.There are different models of team projects .I think “additive tasks where the individual inputs are added together so that the group productivity is determined by the individual contributions of all group members” are the best .The monitoring can be done by the direct supervision of the facilitator or by peers. We may also indirectly stress the potential for reputational consequences for poor individual effort that may work into motivating their engagement next time.
    Team composition is an important determinant of team performance. Allowing teams to form autonomously with like-minded individuals who have self-selected into the team knowing who they will be working with are likely to perform better.But as an educator I have experienced that learning outcomes are better met with heterogeneity within the team.
    Other way of engaging ” free riders” into teams is by using a mechanism to make the P & P well known to all students at the begining and by continuous monitoring of effort so that at the end they could share in a reward only if there is substantial evidence that they have worked hard enough to deserve it.

    Ron K. likes this

  • Mary BissonMary

    Mary Bisson

    professor at University at Buffalo

    1. complicated schedules. I generate groups with catme.org, which will take into account parameters that you determine (schedules, grades, etc.), allowing you to say what should and should not match, and how important it is, in order to come up with groups. I often modify the groups based on what I know of the individuals, but the main thing they help with is sorting the schedules. There is a catme users group on Linked In.
    2. loafers. When I grade a group project, 1/3 of the grade is the overall project (and each member of the group gets the same grade), 1/3 is for the individuals’ performance (in presentation, answering questions, etc.) and 1/3 of the grade is peer grades. Every student grades the other members of the group. My assessment of the students’ contrubutions, and their peers’ assessment, is usually very close, but being allowed to grade their co-workers gives the student a little bit of feeling of input that helps to deal with the feeling of unfairness in being burdened with an uncooperative group member.

    Frances T.Grace T. and 5 others like this

  • Steve WethingtonSteve

    Steve Wethington

    College Professor at College of the Mainland

    my group projects , except for one, are all where i can observe.

    that being said i hear every semester the “i work better alone or it’s not fair to grade me with a group”

    inevitably i ask them what “field” they are going into? we don’t need sole workers in the fields we ready them for.

    1. the entire group gets the same grade.
    2. all the groups , usually 4 or 5 of 4 or 5 students each, grade each other by student and by group.
    3. everyone has same instructions……build a model for the physical folks, make an oral presentation ,3 to 5 minutes each student, in front of entire class and me, and bring it all together with a written report on the subject of a minimum of 20 pages for a C grade.

    One of our Profs adds this little tidbit……..if after 2 weeks into the 5 week assignment, the team wants to remove someone for lack of commitment or participation, they can vote them off the team.

    BUT they all have to put that in writing AND say why……….AND SIGN IT

    the tossed student can then do the entire project all by themselves………BUT they lose one grade. so from an A to a B for example. WHY? it’s a team project and they know it ahead of time……

    this isn’t Burger King and NO you can’t have everything YOUR own way in work either….

    the other students are harsher graders then i usually turn out to be to….

    David L.Grace T. and 2 others like this

  • Stephen W. LambertStephen W.

    Stephen W. Lambert

    Nonprofit & Community Leader, Educator, Researcher

    I love and concur with Grace’s comments above!

    David L. likes this

  • Robin LaukhufRobin

    Robin Laukhuf

    P-T Faculty at Howard Community College

    I have to admit I never liked team projects at first. I would be one that would rather do it myself and on my time, but with the way the world is today that is not a good idea anymore. You have to be able to work on virtual teams. Employers want to know that students have that skill. I always have the teams fill out an evaluation that I only read on their team members.

  • David

    David Muschell

    Former Professor at Georgia College & State University

    Mary Bisson’s recognition of two flaws of group work, coordinating schedules and accounting for those who “loaf” through the project, is very real. I hated college committees for a third reason: conflicting learning styles (I’m being polite about the clashes). Some need reflection and contemplation before decision-making, others need visual prompts to facilitate understanding, and still others were more interpersonally oriented and needed to talk it over with someone, etc., etc. The notion that our society is “team” oriented is flawed. Most of our organizations are authoritarian, including the law, education, business, and the military. There is someone at the top who makes decisions–a judge, a teacher, a CEO, a general–and those below must follow. Only about 20% of us, on average, actually participate in one of the few “democratic” group activities: Juries.

    My group projects were mainly during class time, during which I broke the large group into smaller ones, conducted an activity, and had a return to the larger group for reporting results.

    Brian Murphy is right about our fostering individual success as the prime focus of our educational evaluation, yet working in groups is important. Learning to subjugate the self for a larger goal involving others is an important awareness, and those who cannot do this become outlaws…or CEOs or professors (being facetious here).

    Shagufta Tahir M.Ron K. like this

  • Rana ZEINE, MD, PhD, MBARana

    Rana ZEINE, MD, PhD, MBA

    Assistant Professor at Saint James School of Medicine

    I have observed marked improvement in group projects after providing the students with a workshop session on the Tuckman Stages of Team Development. Once they understand the causes of the Storming phase, they readily adopt the leadership strategies for moving into the Norming and Performing phases.

    Ron K.Robin L. and 3 others like this

  • Robin LaukhufRobin

    Robin Laukhuf

    P-T Faculty at Howard Community College

    Rana,
    Thanks for the resource. I will look into using that.

  • Ron

    Ron Krate

    Professor and Founder International Professors Project

    Top Contributor

    @David… Why did you not point to Wall street bankers?

  • Ron

    Ron Krate

    Professor and Founder International Professors Project

    Top Contributor

    To date, the lone wolf being more or less in a group, is more or less solvable/unsolvable— without detriment to the wolf or the group

  • David

    David Muschell

    Former Professor at Georgia College & State University

    Tuckman has fun ideas because he rhymes, but the “stage” idea can be misleading since groups don’t always necessarily progress in these phases or the phases overlap. Having taught small group communication at my college, I can say that Tuckman’s (and Jensen) ideas came out of his research in the 60’s and 70’s and have been criticized for “overreaching” when trying to formulate neat stages, but his work has been very influential. Still, consideration of the purpose of the group, its “chemistry,” and the outside pressures guiding it is important. A family discussion at Thanksgiving is very different from small groups of students asked to analyze a short story, or a Senate committee charged with examining a marriage rights bill. Whether they neatly go from Forming to Storming to Norming to Performing is questionable (Tuckman later added “Adjourning” as a fifth stage).

    And Ron, I thought I had pointed to Wall Street bankers when I mentioned outlaws.

    Ron K. likes this

  • Ron

    Ron Bridges

    Biology Professor at Pellissippi State Community College

    To David Muschell,

    You are incorrect about military decision making. While generals (and colonels and majors) do have to make snap decisions in the midst of combat, the planning for combat operations is a lot more group based than most civilians think. The book “Into the Storm’ by General Fred Franks (co-written by Tom Clancy) describes the degree of collaboration between higher and lower levels of command and between adjacent units. The military understands that the best ideas don’t always come from the top. The lower ranking leader is often closer to the action and able to provide a different perspective.

    Nanette W. likes this

  • David

    David Muschell

    Former Professor at Georgia College & State University

    You have to have extreme admiration for Frederick Franks, but saying that the military structure is not authoritarian may overlook the fact that most of the best authoritarian leaders take input from others, especially those closest to the decision making theater, before making a decision. If a judge doesn’t look at precdents, a teacher at educational psychology, or a cop at the law, we can get bad decisions. The worst authoritarian leaders ignore those below them and dictate.

  • Yaritza FerreiraYaritza

    Yaritza Ferreira

    Professor of Curriculum, Educational Management and Research at UNEFM

    I applaud Mary for raising this reflection in the group because it is a reality that we are in our teaching performance and hardly we have strategies, but Rana, Brian and Grace made ​​some interesting proposals that we can apply.

  • Ron

    Ron Krate

    Professor and Founder International Professors Project

    Top Contributor

    @David …I apologize for missing Wall Street going David.

    There many other instances of overvaluing a theory, a law or an idea, since almost no reader or student, or even a professor will check the research design and statistics and logical analysis of all such.

    Mallow’s “theory” of personalty was disproved fifty years ago(?), but as the following years rolled by, HR professionals and many other admins were attached to the theory at the hip. It was a nice contribution to use as a subjective guideline for further work, but not to assume the hierarchy postulated almost always works–and even almost perefect does not a theory make–its considered to have been disproven.

    Many people have a miserable childhood: physically and/or emotionally, and go hungry but pretty well climb the ladder toward self actualization.

  • Ron

    Ron Krate

    Professor and Founder International Professors Project

    Top Contributor

    @David …I apologize for missing Wall Street going David.
    There many other instances of overvaluing a theory, a law or an idea, since almost no reader or student, or even a professor will check the research design and statistics and logical analysis of all such. Masow’s “theory” of personalty was disproved fifty years ago(?), but as the following years rolled by, HR professionals and many other admins were attached to the theory at the hip. It was a nice contribution to use as a subjective guideline for further work, but not to assume the hierarchy postulated almost always works–and even almost perefect does not a theory make–its considered to have been disproven.

    Many people have a miserable childhood: physically and/or emotionally, and go hungry but pretty well climb the ladder toward self actualization.

  • Ron

    Ron Bridges

    Biology Professor at Pellissippi State Community College

    Yes the military is authoritarian, but Soldiers also have to work in groups. All of my military training courses were taught in the small group style. My work as a staff officer was all done within small groups. And in Gen. Franks book he explains a lot about the reflective nature of his decision making process. How he would have his staff develop multiple possible plans and then not choose one until he had a chance to reflect on it. As he stated (paraphrasing a bit from memory): he often waited until the situation developed a bit and then the best option presented itself.
    I think that it is important that students learn that group work of some time is required in all professions. Whether the group gets to make the decision or only pitch a particular plan, they stil have to work together to finish whichever job they are given.

  • Alan Dobrowolski, MBAAlan

    Alan Dobrowolski, MBA

    Professor (Adjunct) at Manchester Community College

    Not sure how the discussion digressed to military groups – or quoting Tommy Franks as a reliable source – but institutions such as the Army and Marine Corp do operate as small groups. The “basic” in basic training emphasizes the breaking down of individuality and being rebuilt to “all you can be” as part of a “group project.”

    No place for that in accounting class.

    The use of “small group” or team project instruction permeates throughout the public sector – whether military or civilian. But your added value to any group or organization remains what you contribute as an individual; first you must learn as an individual before you can effectively contribute to a group.

    Group dynamics are important, but should not affect the individual outcome if not part of the learning objectives in the curriculum. I spent little time as a staff officer in the Army and never did figure out what the group think was leading to “decisions” that were handed down – and thanks to line officers like James Blunt who think as individuals, and disobeyed orders from General Wesley Clark, that we succeed as nations.

    (probably not the best source, but an accurate summary:
    http://hubpages.com/hub/1999-Showdowns-in-Kosovo-Russia-vs-NATO-US-vs-Britain

    David L.Ron K. like this

  • Davina BrownDavina

    Davina Brown

    Professor of Psychology at Franklin Pierce University

    I use team work in classes where, as Alan mentioned above, a particular goal is enhanced. However, I never make the project worth more than 20% of the final grade because I once saw a stellar student miss out on admittance to his preferred grad school (he was admitted to another) due to one B on his transcript (from a course where the team grade was 60%).
    I also believe that equating classroom team work with the world of employment is a terrible mistake. They are just not apples to apples! The people I work with have a lot more in common with me than students in a class room have with each other; and this class room heterogeneity is at it’s worst in the freshman and sophomore years. As for the team I work with, we have identical advanced degrees in the same field. All of us competed during hiring with other applicants, yet we, not those others, got hired. The chances that our personalities would mesh well are not guaranteed, but the odds are a lot higher than randomly throwing together a group of students.
    Also regarding actual employment, there are many jobs that do not require team work, and shy people or those with Asperger’s, for example, tend to self-select and gravitate to these positions. One example is a family member who works at the American College of Surgeons in Chicago. He sits in an office all by himself editing manuscripts and may see his boss once a week. Though this is not my idea of a fun time, he loves his job.

    Rae J.David L. like this

  • Wethington

    Wethington Steve

    Assistant Professor Process Technology at College of the Mainland

    Question: if you go into a workplace right out of College , what are you?

    answer: A freshman in the workplace. A lot of book learning maybe, but damn little practical experience.

    Teamwork is a requirement for the majority of folks outside Academia. You don’t have to like the other, you sure as heck don’t have to have the same outside interests.

    But you do have to work together. The Team will have type A’s and type B’s and folks who play well with others and folks that don’t. There for sure are no guaranties, but i know of none except death and taxes anyways. There is a valid reason for teaching teamwork. It has a function in life and in the workplace.

    and i see the “Asperger’s clause too. Which just in last few months has been called into question, if it even exists. If 5 % are that way, we modify everything and NOT teach or lead the other 95%? I modify my entire class for the same percentages? (and i know you can argue whatever that % should be and miss the point)

    We do student NO service by NOT getting them out of their comfort zone in this regards.

  • David LutherDavid

    David Luther

    Professor at Cambridge College

    Top Contributor

    The so called “Lone Wolf” is of vital importance to the group.

    “It is easy to live for others, everybody does. I call on you to live for yourself.”
    ― Ralph Waldo Emerson

  • Kip

    Kip Coggins

    Assistant Professor at Univ of Manitoba, Inner City Social Work Program

    Top Contributor

    I use group work for several classes and find that my students are apprehensive about this style UNTIL I explain that although it is “group” work they will ONLY be graded on their portion. For example, when I have the 4 groups go out to do a community assessment on the 4 sections: demographics, community characteristics, community services, and strengths and challenges, I have each student take a portion of their section and present their 4-5 page paper, as a poster presentation, in which they are quizzed about their poster and the information they gathered on the community for their particular section. Each student in each group has their section to present and defend, while at the same time they must all work together to ensure that their section is accurate! And I make sure to reinforce this grading system every class until the poster presentation, which is usually the last class before the final exam. I find that when this is explained properly, at the beginning of the class, and reinforced when the assignment is discussed, then there are fewer questions/problems. Students need to learn the importance and value of teamwork.

    Rae J.David L. like this

  • Amy Lynn HessAmy Lynn

    Amy Lynn Hess

    Associate Professor at Herzing University

    I have personally always hated group work – whether as a student or as an employee. Quite frankly, working with others lowers the quality of the work I could do on my own. Either that, or I end up doing all the work myself, anyway, because I have lazy group members. However, I also accept that I have to do it, so when required, I do it, and “we” produce a mediocre outcome. When I’m allowed to work alone, I get excited about the possibilities, get creative, excel, the product is better, and it’s delivered faster.

    I don’t blame students for hating group work. When they say they hate group work (when I DO assign it, and I DO), I tell them that hating something is no reason not to learn to do it and no reason not to do it and do it well. “For example,” I tell them, “I also really hate doing the dishes.”

    Hui L. likes this

  • Rana ZEINE, MD, PhD, MBARana

    Rana ZEINE, MD, PhD, MBA

    Assistant Professor at Saint James School of Medicine

    It can be very difficult when individual group members simply do not have any competencies relevant to the group assignment. However, working in teams in which individual members contribute their highest level of expertise or talent to the project generates outcomes that are greater than those that could be produced by a single person working alone.

    Kip C.David L. and 1 other like this

  • Wethington

    Wethington Steve

    Assistant Professor Process Technology at College of the Mainland

    and BINGO !!!!!!!!!!!!! Rana Thank you very much. That is EXACTLY why we should do teams in college.

    BTW………….rarely in 30 + years in 5 different sets of Plant experiences have i ever been asked if i wanted to join a group. I was assigned.

    I was not the lead in the group more then i was. When i was leader, i was “graded” on how the team did. The sum of the parts is most often better then just 1 part. This ” I excel when i am working alone” besides being egocentric is most often NOT true in more Industries and careers then it is.

    Steve Jobs , Bill Gates, et al might be really impressive individuals no doubt, but Apple, Goggle, Microsoft, and every top 500 company is team work oriented.

    Art L.David L. and 2 others like this

  • Michael RoachMichael

    Michael Roach

    Assistant Professor

    Here’s what I would see…the high achievers didn’t like group work because they ended up carrying the lesser achievers. The lesser achievers didn’t like group work because they were unveiled as lesser achievers.

  • Wethington

    Wethington Steve

    Assistant Professor Process Technology at College of the Mainland

    maybe, but that is the real world isn’t it? Sometimes i was the high achiever , some times not so much……….It isn’t us vs them………..it’s how do you work in teams to get the “job” or “assignment” done? and maybe more importantly how do i feel about the job i am doing?

    and with peer grading input, every one in class knows who is who just like in real world.

    I was turned down for a promotion once early on in my career field. The Boss 2 levels up said he couldn’t afford to lose me cause i was such a great member of the team……….

    Boy did i hem and haw and get bent………..then my direct boss came to me and asked me if i trusted him and his boss or not?

    i had to say yes since that was the truth………i got more of a raise and moved into a more visible spot on other teams then the fella who got promoted.

  • Kip

    Kip Coggins

    Assistant Professor at Univ of Manitoba, Inner City Social Work Program

    Top Contributor

    I agree with Rana and Wethington! I know that my wife has standards and she told me of one bad experience where she had to expel a member of her group and then explain to the prof why. After receiving a 1 page group assignment, which was due the following week, one group member choose not to submit anything until 10pm the night before the assignment was due for the 8am class. This was after repeated phone calls and emails asking for her input! So the next morning, this group member was told that her name would be removed from the next assignment, with a handwritten explanation that she had not contributed to the assignment and the prof was also given copies of the unanswered emails for the week! The funny thing, the assignment was on Humanities and covered free will. My wife told the prof that the other group members and she were using their collective “free will” and asking this student to be removed from the group. It was done, as the prof used his free will and placed her in another group — where she caused them havoc for the rest of the semester! The problem with group work stems from conflicting personalities rather than one person maybe not wanting to do “real” work to get the job done.
    But she knows that she can be hard on group members and tells them in the beginning. If you tell students that this is about teamwork and the ability to show respect for others talent, time, skill, etc, and communicate your feelings in a non-confrontational way, then group work can be amazing.
    Currently my wife is helping to mentor my 4 groups writing their portion of their class community assessment, so she is helping to reign 24 different personalities and working/writing styles so that these students individual papers can be edited into one cohesive paper. Yes, group is challenging for some, as trying to overcome the need to control everything can be exhausting.

  • Kip

    Kip Coggins

    Assistant Professor at Univ of Manitoba, Inner City Social Work Program

    Top Contributor

    Michael – maybe the “lesser achiever” did not appreciate the demeaning tone used by those who thought they were the “higher achievers.” I know that once group members start to label others, then that shows a lack of respect. While there are (many) times that group members may not contribute what they need to the group as a whole, it is up to the instructor to be made aware of this “problem” and let the students know that there is a solution to the situation of one or several members of a group not pulling their weight and doing their job to get the project done. That is why I grade on individual work within the group assignment- that way, the students still need to work together in order to ensure that the group project is well covered/presented and at the same time one member is not carrying the academic work load for the entire group. Group work is team work!

  • Susan Jaworowski, Ph.D.Susan

    Susan Jaworowski, Ph.D.

    Associate Professor and Program Director at Paralegal Program, Kapi`olani Community College

    Having the group spirit falter because one member doesn’t show up consistently can negatively impact the final project. However, in the real world for which I am preparing my students, they will run into good teammates and bad teammates, and they will need to produce the best work they can, despite any slackers. This is my strategy.

    I give only one group project as semester (and not in each course) in recognition of the difficulty that students have in collaborating with each other in a non-residential community college setting where 75% of the students work. I assign a maximum of three people per team and I give them a description of the three roles that are important on this team – the coordinator, the scribe, and the document preparer – and each team gets to decide who gets which role. This gives them a structure right from the start and helps manage expectations.

    In addition to the rubric for the project, I also provide them, right from the start, with a team member rubric that allows them to rate their team members as participating at a 100%, 80%, 60%, 40%, 20% or 0 level. I tell the students that if one of their members is slacking, that they will have to pitch in and do the work so that they produce a quality product, but that their teamwork multiplier will be applied to their colleague (so that if the team product receives 25 points, the two dedicated members get 100% of that, or the full 25 points, while a somewhat less productive member could get an 80% rating and thus earn only 20 points, or a real slacker get 40%, or 10 points). I reserve the right to make the final judgment in case of conflict.

    So each student knows that they cannot coast with penalty – the individual grade they get will be adjusted according to their peers’ perception of them. So far, I have not had many team member downgrades, and no challenges to a group’s decision to downgrade the contributions of one of its members.

    Robin L. likes this

  • Robin LaukhufRobin

    Robin Laukhuf

    P-T Faculty at Howard Community College

    I agree that it helps to reinforce that they will be evaluated privately to me from their group members. I guess there will never be a perfect situation in teamwork; but when it works the members of the team can learn from it. The real world workplace will have obstacles along the way and the more practice the better.

    I have had students say well if I was working in the workplace with this team I would quit. I try to explain to students that is not always an option. Working with team members is here to stay.

    David L. likes this

  • Alan Dobrowolski, MBAAlan

    Alan Dobrowolski, MBA

    Professor (Adjunct) at Manchester Community College

    In my function as an employment counselor, I would never consider recommending a customer take a position or place a client in a job where they are not comfortable. There is a job out there for everyone, that they will enjoy as part of their own fulfillment. If someone is uncomfortable with group work, we would not attempt to place someone in such a position, that could very well be paramount to failure.

    Working with team members, as an overpowering concept, is overrated. That goes to the current warm fuzzy that people are happier if they socialize with the people they work with. Another not so bright idea – effectively, it breaks the workplace into age groups. Let’s face it – the years I worked as a ski instructor, my “peers” (and I do hate that term) were almost young enough to be my grandchildren. Not only did we not socialize outside of work, but a lot of folks probably would ave thought it was creepy for me to be hanging around with teenage boys and girls!

    While at work, we may have to suffer participating with others for a project, there are usually some major differences than in the classroom. Most likely, the team has been chosen because of the unique skills they bring to the project. Their will be a designated arbitrator or team leader, and it is not just a random group of people who may or may not ave similar goals. Although we mean well in academia, are we really satisfying the need for any particular skills or are we blindly following our own “intuition.”

    Having been to faculty and staff meetings that may take weeks just to come up with a mission statement, one must question whether or not we are helping or hurting students by having them participate in our personal version of group dynamics. I don’t teach HVAC – I leave that to the experts. Same with group dynamics – let’s have the black belts (re: General Electric) take the lead. Better yet – maybe we should send faculty to Six Sigma Certification. http://www.ge.com/sixsigma/SixSigma.pdf

    Amy Lynn H. likes this

  • Dr.Maj. Kappagomtula CLDr.Maj. Kappagomtula

    Dr.Maj. Kappagomtula CL

    Professor at VIT University

    The root cause for all maladies in executing any large sized projects in any Country lies in this very basic ‘hatred’ to get associated with group tasks or assignments by the students. It may sound strange, but it is true through empirical proof. The very fact that Chinese are very successful in their ventures, be it the Olympics or in delivering mega projects, with a spectacular finish are all linked into their cultural inheritance to consider themselves as a part and parcel of a large family at all times and in all places. The elements of Guanxi (establishing personal rapport with one another), the Mianzhi phenomenon (influence of Face), and their indomitable ethnographic bonding (‘minzhu de jing mi jie he) all play predominant roles in their work environment. In contrast to Chinese, people in other parts of the world are all influenced by their ‘self centric’ attitude and the desire to excel and compete with peers as an individual rather than as a group. Where ever there is a cohesion between the team members, as in the case of sports / games, the clear results of success can be easily discerned due to synergy creation. If the culture of group work is indoctrinated into the young minds right from their preliminary schooling days, by designing mini projects involving team participation, we as teaching fraternity can really transform our society in a great way!

    David L.Grace T. like this

  • howard doughtyhoward

    howard doughty

    professor at Seneca College of Applied Arts and Technology

    First, the “theory” –

    In schools, colleges and universities, students are mainly graded on their individual competence as demonstrated in examinations of one sort or another. Assessment of personal performance and individual accountability for achievement are – like it or not – endemic to the liberal tradition (broadly defined) that has been increasingly part of Western culture since the early political theories of possessive individualism articulated by Hobbes and Locke. They are also essential to Western concepts of fairness, to what’s left of the idea of a “meritocracy,” and to concepts of unfairness such as collective punishment for the bad acts of a few (never mind coercion in the interest of creating “snitches” – as in “you’ll all get a detention until you ‘rat out’ the kid who hit the teacher in the back of the head with a piece of chalk … or a snowball”).

    Group work (along with group-think and group-speak) may well be the order of the day (or the day after tomorrow) in the organizational-cum-corporate society (never mind that all members of the group are ready and willing to stab their colleagues in the back at an opportune moment and to win some sort of reward/promotion for doing so); however, we must at least acknowledge that an undiminished sense of personal responsibility and a complete dedication to teamwork are fundamentally contradictory – the potential problems this poses for employees’ mental health are enormous, if only in terms of issues of cognitive dissonance.

    Now, the practice –

    We all know (or should know) that assigned group work is mainly a farce. For example, tasks are almost never equally shared. The “smart kids” do the work and the dullards ride the coat-tails … especially if the smart kids are also easily intimidated and the dullards carry weapons. In any case, when all members of the group receive the same grade for an allegedly collaborative accomplishment, the ones who were mainly responsible for whatever success was achieved will inevitably feel resentment and the laggards will feel empowered for having “gamed the system.” Neither is a commendable result.

    But, please, don’t get me wrong. I am a tremendous supporter of working in groups … provided that the groups are self-selected. Throughout undergraduate school and at least for my first postgraduate degree, I benefited a great deal from working with colleagues-friends in informal arrangements running from organized “study groups” in preparation for examinations to extended and unstructured “seminars” that could go for hours after a class (with or without libations at a local pub). In fact, I regard these often seemingly endless chats about this or that to have been essential to whatever learning took place for me and, I think, for others as well.

    The point?

    The trick is to distinguish between authentic “education” and “job training” in the sense of practice for corporate success by mirroring the “labour process” of employment and the “learning process” of education. As with most insinuations of the “business model” into the “academic atmosphere,” the results can be at best ambiguous, often oxymoronic and mostly a sham.

    Incidentally, at a near-by university, several students were expelled for “plagiarism” in that they had gathered in a study group (online, I think) “brainstormed” about what was likely to be on the final exam, assigned responsibility for members to come up with answers to one or more questions, shared the information and – when the exam was written – got “caught” for providing almost identical word-for-word responses. So, it seems that not only the students but also the professors and the authorities above them are totally confused about what all of this means and may portend for a very uncertain future.

    Amy Lynn H. likes this

  • Amy Lynn HessAmy Lynn

    Amy Lynn Hess

    Associate Professor at Herzing University

    Self-selected groups are definitely the way to go. I have had very interesting issues, though, where after a time, no one would select a certain person for their group. That person had to wander around the room asking groups to please accept him in the group. Thank you for this wonderful post and the reminder that education is not all “job training.”

    David L. likes this

  • hassan ashourhassan

    hassan ashour

    I do like team work. It is inspiring, fun, and let you communicate with others and build life-time friendships. Sometimes, group work hold you back, but it pays off when you meet people might need your help. This might release and ignite your mental reasoning, which will make you smarter.

    Rae J.David L. like this

  • Christina HunterChristina

    Christina Hunter

    Teaching at Humber College

    anyone have any advice for students who fail because their group members plagiarize?

  • Alan Dobrowolski, MBAAlan

    Alan Dobrowolski, MBA

    Professor (Adjunct) at Manchester Community College

    Howard and I often don’t agree – but spot on this time around!

  • Steve WethingtonSteve

    Steve Wethington

    College Professor at College of the Mainland

    The fact that one uses self – selected teams might work if all were of the exactly same motivation i suppose. I have seen “hi-performance” teams before, doesn’t usually work except maybe in a research environment.

    We here select the teams. Why? Because of demographics, mixing the students up. They come to us not from the same demographic , except maybe for ivy-leaquers. We mix races, sexes, ages, family backgrounds, and the students demonstrated or even perceived abilities.

    We give them projects including hands-on, oral, written, and presentations on subjects they know little if anything about. We set a timeline and send them off. As a Prof i nudge, cajole, push a little, send in right directions for info, and educate….

    Take more time then a lecture? damn sure it does……But the outcome, oh the outcome when a team gets accomplishment that the project works!!!!

    I have even seen teams who were successful, turn around and help other student teams reach the finish line. WITHOUT ME ASKING THEM TOO!!!

    And they all Cheered and laughed and bonded thru it all……..Their eyes lite up, they hug each other, a sense of accomplishment is born showing how teamwork……..WORKS!!!!!

    Anybody ever seen a high school or college debate team win??? WOW……..

    I am not as eloquent as Howard. But i teach in a real world . :

    “The trick is to distinguish between authentic “education” and “job training” in the sense of practice for corporate success by mirroring the “labour process” of employment and the “learning process” of education. As with most insinuations of the “business model” into the “academic atmosphere,” the results can be at best ambiguous, often oxymoronic and mostly a sham.”

    Teams aren’t back stabbing, cut your throat minded or bad things. Neither is business. To even imply such when discussing what i believe we are to do as educators and mentors is ludicrous. You want to develop that side ?

    I certainly don’t. It’s always amazing to me what stops Academia from investing in what supposedly is our concerns, the students.

    Like it or not students need to go to jobs after college. Most of those jobs will NOT be academic in nature.

    I rarely got to “pick” my teams i worked on. In Academia i sure haven’t. In workforce , omg i mean jobs…….GASP….in the “real “world, the same was true.

    Doctors work together in surgery with all sorts of specialized training to ensure the outcome, a healed patient. Businesses can’t run without teamwork. The Military , far from what has been said here, may have top down leadership, but you can not fix a jet or ship or tank all by one person.

    We tell the students “you can either be an agent for change in your life……or get run over by it”

    i see a lot of the latter in this discussion.

  • Grace Turner Ph.D.Grace

    Grace Turner Ph.D.

    Founder, Clavester University College Ltd; Clicking Connections; Oh Gracie! Sorrel jelly, wine and short stories

    Re grade and plagiarism:

    All group members have a collective responsibility where a group task is concerned. One cannot say not me, but the others. The grade is to be the same in my book.

    Christina H. likes this

  • Christina HunterChristina

    Christina Hunter

    Teaching at Humber College

    yes, that’s the traditional line… any divergent suggestions or solutions to address the issue?

  • Tery

    Tery Griffin

    Assoc. Professor at Wesley College

    My students are definitely fans of forming their own groups. What I did this semester was let them pick a topic, and also tell me if there were people in class they wanted to work with. For people who had other people they specifically wanted to work with, I tried to accommodate them. For people who did not know the other students well enough to know whom they wanted to work with, I assigned them to groups by the topic they were interested in.

    I have a question for those of you who let students form their own groups, though. How do you handle that in a class of, say, 20-30, when the students don’t really know one another yet?

  • Rae JohnsonRae

    Rae Johnson

    associate professor, faculty of art at Ontario College of Art & Design

    At OCAD University in Toronto, i give my students a group assignment as their first assignment. I allow them to form their own groups and intervene when they are uncertain.
    The students produce a short performative drawing using old-school overhead projectors and drawings on acetate, creating a narrative or music to accompany the images. I video their performances and later together we review the projects and offer critique based on the predetermined criteria. The project is only worth 20% of their total grade for the course in order to factor in the coasters. The results vary from year to year.

    The project is not so much about product, although of course it is an important factor, but rather about learning to work in a group – how to organize themselves and utilize each others strengths to best advantage. Even in the arts, we are dependent on each other to form our ideas and forward them through the creation of exhibition venues for example. Often, after this project, students find peers and friendships emerge which sometimes continue long after they have graduated. In a large university setting is often hard for students to connect with one another, and let’s face it, so much learning comes from informal discussions among peers as from formal lecturing at the front of the lecture hall. And in the professional world, the discussion goes on after a degree is achieved.

    Christina H.David L. and 1 other like this

Open or free learner response software (i.e. BYOD clickers)

Excellent thread in the LinkedIn Higher Education Teaching and Learning discussion group:

Open or free learner response software (i.e. BYOD clickers)?

Ph.D. Student, Experienced Software Engineer & Education Enthusiast

I am currently preparing for next semester. A learner response system allows the instructor (or presenting students) to easily interact with a large audience by posing questions or problem statements, and then collecting all responses which can be shown in real-time on the projection screen. In particular, a BYOD (Bring Your Own Device) system is one that only needs software (such as Learning Catalytics) and runs on any smartphone or tablet with internet access, which the students already have.

So far, I have not found a free learner response system (or “clicker”). I like the features of Learning Catalytics, but it’s difficult to convince students or the department to spend that much money (12$ per student). Also, the professor (and I also) categorically dislike any non-free solutions (many of us in Computer-Science are big fans of open-source, especially when it comes to the essentials, such as education).

Please note: This might not seem much to American education, but it is in most other countries, especially when that’s the price of a text book and even enrollment. After all, education should ideally be free (feel free to argue with me privately if you disagree).

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.

24 Good iPad Math Apps for Elementary Students

24 Good iPad Math Apps for Elementary Students

http://www.educatorstechnology.com/2013/12/24-good-ipad-math-apps-for-elementary.html
1- Motion Math

Feed your fish and play with numbers! Practice mental addition and subtraction with Motion Math: Hungry Fish, a delightful learning game that’s fun for children and grownups.

2- Geoboard

The Geoboard is a tool for exploring a variety of mathematical topics introduced in the elementary and middle grades. Learners stretch bands around pegs to form line segments and polygons and make discoveries about perimeter, area, angles, congruence, fractions, and more.

3- Math Vs Zombies

The world is overrun with zombies. You are a part of a squad of highly trained scientists who can save us. Using your math skills and special powers you can treat infected zombies to contain the threat.

4- Mystery Math Town

It’s part math drills, part seek and find game and totally engaging. Kids ages five and up should find this both fun and challenging. Parents should rejoice that finally there is a way to get kids to want to do more math. – Smart Apps for Kids

5- Montessori Numbers

Montessori Numbers offers a sequence of guided activities that gradually help children reinforce their skills. Each activity offers several levels of increasing complexity

6- Free Kids Counting Game

FREE and fun picture math games for kids designed by the iKidsPad team. This free iPad math app dynamically generates thousand of beginning counting games with different themes and number levels. Great interactive and challenging games helps young children build up basic counting skills and number recognition.

7- Math Puppy

Math Puppy will take you on a journey of educational fun like never before!
From toddlers to grade school, for Children of all ages – Math Puppy is the perfect way to build up your math skills. Your child will be able to enjoy a constructive, supportive, interactive fun filled environment while mastering the arts of basic math.

8- Mathmateer

While your rocket is floating weightlessly in space, the real fun begins! Play one of the many fun math missions. Each mission has touchable objects floating in space, including stars, coins, 3D shapes and more! Earn a bronze, silver or gold medal and also try to beat your high score. Missions range in difficulty from even/odd numbers all the way to square roots, so kids and their parents will enjoy hours of fun while learning math.

9- Math Ninja

Use your math skills to defend your treehouse against a hungry tomato and his robotic army in this fun action packed game! Choose between ninja stars, smoke bombs, or ninja magic – and choose your upgrades wisely!

10- Everyday Mathematics

The Equivalent Fractions game by McGraw Hill offers a quick and easy way to practice and reinforce fraction concepts and relationships. This game runs on the iPad, iPhone, and iPod Touch.

11- Elementary School Math

Based on the classroom hit Middle School Math HD, Elementary School Math HD is a stunningly beautiful and powerfully engaging application built for today’s technology-driven elementary school classroom. Emphasizing game-playing and skill development, the eight modules in Elementary School Math HD have been carefully designed by classroom teachers to provide the perfect balance between fun and the practice of fundamental skills

12- Math Tappers

MathTappers: Multiples is a simple game designed first to help learners to make sense of multiplication and division with whole numbers, and then to support them in developing fluency while maintaining
accuracy.

13- Ordered Fractions

Two Player Bluetooth Math Game! You can use two devices and play competitively or cooperatively with your classmates or parents. Ordered Fractions provides a comprehensive tool that offers an innovative method of learning about comparing and ordering fractions.

14- SlateMath

SlateMath is an iPad app that develops mathematical intuition and skills through playful interaction. The app’s 38 activities prepare children for kindergarten and first grade math.  SlateMath forms the foundation of numbers, digit writing, counting, addition, order relation, patterns, parity and problem solving.

15- NumberStax

Number Stax is a puzzle game to test your number skills! Drop numbers and operators in the correct places to match the number or expression shown at the top of the screen to score. You can’t remove tiles but you can swap them around. You can freeze the game at any time, but remember to watch the clock! Eliminate tiles, score points, and earn bonuses and achievements for as long as possible until your grid is full! Remember, the longer you play the faster it gets. Share with your family and friends to see who can get the highest score.

16- Grid Drawing

With a sheet of paper, a grid and a template, your children will be able to draw 32 drawings on iPad, 16 on the iPhone in the Lite version, more than 120 (60 on iPhone) in the full version.

17- Motion Math

Developed at the Stanford School of Education, Motion Math HD follows a star that has fallen from space, and must bound back up, up, up to its home in the stars. Moving fractions to their correct place on the number line is the only way to return. By playing Motion Math, learners improve their ability to perceive and estimate fractions in multiple forms.

18- 5th Grade Math

Splash Math is a fun and innovative way to practice math. With 9 chapters covering an endless supply of problems, it is by far the most comprehensive math workbook in the app store.

19- Sushi Monster

Meet Sushi Monster! Scholastic’s new game to practice, reinforce, and extend math fact fluency is completely engaging and appropriately challenging.

20- Math Monsters

Math Monsters Bingo is a new, fun way to master math on your iPhone, iPad and iPod touch. The game lets you practice math anytime and anywhere using a fun Bingo styled game play.

21- Grid Lines

Grid Lines is a Battleship-style math game used to teach students the coordinate plane by plotting points in all four quadrants.

22- Marble Math

virtual worlds, simulation, gamification

From: Miltenoff, Plamen
Sent: Wednesday, November 20, 2013 4:09 PM
To: ‘technology@lists.mnscu.edu’; ‘edgamesandsims@lists.mnscu.edu’
Cc: Oyedele, Adesegun
Subject: virtual worlds and simulations

Good afternoon

Apologies for any cross posting…

Following a request from fellow faculty at SCSU, I am interested in learning more about any possibilities for using virtual worlds and simulations opportunities [in the MnSCU system] for teaching and learning purposes.

The last I remember was a rather messy divorce between academia and Second Life (the latter accusing an educational institution of harboring SL hackers). Around that time, MnSCU dropped their SL support.

Does anybody have an idea where faculty can get low-cost if not free access to virtual worlds? Any alternatives for other simulation exercises?

Any info/feedback will be deeply appreciated.

Plamen

 

After Frustrations in Second Life, Colleges Look to New Virtual Worlds. February 14, 2010

http://chronicle.com/article/After-Frustrations-in-Second/64137/

—–Original Message—–
From: Weber, James E.
Sent: Wednesday, November 20, 2013 5:41 PM
To: Miltenoff, Plamen Subject: RE: virtual worlds and simulations

Hi Plamen:

I don’t use virtual worlds, but I do use a couple of simulations…

I use http://www.glo-bus.com/ extensively in my strategy class.  It is a primary integrating mechanism for this capstone class.

I also use http://erpsim.hec.ca/en because it uses and illustrates SAP and process management.

http://www.goventure.net/ is one I have been looking into.  Seems more flexible…

Best,

Jim

From: brock.dubbels@gmail.com [mailto:brock.dubbels@gmail.com] On Behalf Of Brock Dubbels
Sent: Wednesday, November 20, 2013 4:29 PM
To: Oyedele, Adesegun
Cc: Miltenoff, Plamen; Gaming and Simulations
Subject: Re: virtual worlds and simulations

That is fairly general

what constitutes programming skill is not just coding, but learning icon-driven actions and logic in a menu

for example, Sketch Up is free. You still have to learn how to use the interface.

there is drag and drop game software, but this is not necessarily a share simulation

From: Kalyvaki, Maria [mailto:Maria.Kalyvaki2@smsu.edu]
Sent: Wednesday, November 20, 2013 4:26 PM
To: Miltenoff, Plamen
Subject: RE: virtual worlds and simulations

Hi,

I received this email today and I am happy that someone is interested on Second Life. The second life platform and some other virtual worlds are free to use. Depends what are your expectations there that may increase the cost of using the virtual world. I am using some of those virtual worlds and my previous school Texas Tech University was using SL for a course.

Let me know how could I help you with the virtual worlds.

With appreciation,

Maria

 

From: Jane McKinley [mailto:Jane.McKinley@riverland.edu]
Sent: Thursday, November 21, 2013 11:09 AM
To: Miltenoff, Plamen
Cc: Jone Tiffany; Pamm Tranby; Dan Harber
Subject: Virtual worlds

Hi Plamen,

To introduce myself I am the coordinator/ specialist for our real life allied health simulation center at Riverland Community College. Dan Harber passed your message on to me. I have been actively working in SL since 2008.  My goal in SL was to do simulation for nursing education. I remember when MnSCU had the island. I tried contacting the lead person at St. Paul College about building a hospital on the island for nursing that would be open to all MN programs, but never could get a response back.

Yes, SL did take the education fees away for a while but they are now back. Second Life is free in of itself, it is finding islands with educational simulations that takes time to explore, but many are free and open to the public. I do have a list of islands that may be of interest to you. They are all health related, but there are science islands such as Genome Island. Matter of  fact there is a talk that will be out there tonight about how to do research and conduct fair experiments at 7:00 our time.

I have been lucky to find someone with the same goals as I have. Her name is Jone Tiffany. She is a professor at Bethel University in the nursing program. In the last 4 years we have built an island for nursing education. This consists of a hospital, clinic, office building, classrooms and a library. We also built a simulation center. (Although I accidently removed the floor and some walls in it. Our builder is getting it back together.) There is such a shortage of real mental health and public health sites that a second island is being purchased to meet this request. On that island we are going to build an inner city, urban and rural communities. This will be geared towards meeting those requests. Our law enforcement program at Riverland has voiced an interest in SL with being able to set up virtual crime scenes which could be staged anywhere on the two islands. With the catastrophic natural events and terrorist activities that have occurred recently we will replicate these same communities on the other side of the island only it will be the aftermath of a hurricane and tornado, or flooding. On the other side we could stage the aftermath of a bombing such as what happened in Boston. Victims could transported  to the hospital ED. Law enforcement could do an investigation.

We have also been working with the University of Wisconsin, Osh Kosh. They have a plane crash simulation and what we call a grunge house that students go into to see what the living conditions are like for those who live in poverty and what could be done about it.

Since I am not faculty I cannot take our students out to SL, but Jone has had well over 100 of her students in there doing various assignments. She is taking more out this semester. They have done such things as family health assessments and diabetes assessment and have to create a plan of care. She has done lectures out there. So the students come out with their avatars and sit in a classroom. This is a way distant learning can be done but yet be engaged with the students. The beauty of SL is that you can be creative. Since the island is called Nightingale Isle, some of the builds are designed with that theme in mind. Such as the classrooms, they are tiered up a mountain and look like the remains of a bombed out church from the Crimean War, it is one of our favorite spots. We also have an area open on the island for support groups to meet. About 5 years ago Riverland did do a congestive heart failure simulation with another hospital in SL. That faculty person unfortunately has left so we have not been able to continue it, but the students loved it. We did the same scenario with Jones students in the sim center we have and again the students loved it.

The island is private but anyone is welcome to use it. We do this so that we know and can control who is on the island. All that is needed is to let Jone or I know who you are, where are you from (institution), and what is your avatar name. We will friend you in SL and invite you to join the group, then you have access to the island. Both Jone and I are always eager to share what all goes on out there (as you can tell by this e-mail). There is so much potential of what can be done. We have been lucky to be able to hire the builder who builds for the Mayo Clinic. Their islands are next to ours. She replicated the Gonda Building including the million dollar plus chandeliers.

I can send you the list of the health care related islands, there are about 40 of them. I also copied  Jone, she can give you more information on what goes into owning an island. We have had our ups and downs with this endeavor but believe in it so much that we have persevered and have a beautiful island to show for it.

Let me if you want to talk more.

Jane  (aka Tessa Finesmith-avatar name)

Jane McKinley, RN

College Lab Specialist -Riverland Center for Simulation Learning

Riverland Community College

Austin, MN 55912

jane.mckinley@riverland.edu

507-433-0551 (office)

From: Jeremy Nienow [mailto:JNienow@inverhills.mnscu.edu]
Sent: Thursday, November 21, 2013 10:11 AM
To: Miltenoff, Plamen
Cc: Sue Dion
Subject: Teaching in virtual worlds

Hello,

A friend here at IHCC sent me your request for information on teaching in low-cost virtual environments.

I like to think of myself on the cusp of gamification and I have a strong background in gaming in general (being a white male in my 30s).

Anyway – almost every MMORPG (Massive Multi-online role playing game) today is set up on a Free to Play platform for its inhabitance.

There are maybe a dozen of these out there right now from Dungeon and Dragons online, to Tera, to Neverwinter Nights…etc.

Its free to download, no subscription fee (like there used to be) and its free to play – how they get the money is they make game items and cool aspects of the game cost money…people pay for the privilege of leveling faster.

So – you could easily have all your students download the game (provided they all have a suitable system and internet access), make an avatar, start in the same place – and teach right from there.

I have thought of doing this for an all online class before, but wanted to wait till I was tenured.

Best,

Jeremy L. Nienow, PhD., RPA
Anthropology Faculty

Inver Hills Community College

P.S. Landon Pirius (sp?) who was once at IHCC and now I believe is at North Hennepin maybe… wrote his PhD on teaching in online environments and used World of Warcraft.

From: Gary Abernethy [mailto:Gary.Abernethy@minneapolis.edu]
Sent: Thursday, November 21, 2013 8:46 AM
To: Miltenoff, Plamen
Subject: Re: [technology] virtual worlds and simulations

Plamen,

The  below are  current options I am aware of for  VW  and SIM . You may also want to  take a look at  Kuda, in Google  code, I worked  at  SRI  when we developed this tool. I am interested in collaboration in this area.

Hope the info helps

https://www.activeworlds.com/index.html

http://www.opencobalt.org/

http://opensimulator.org/wiki/Main_Page

http://metaverse.sourceforge.net/

http://stable.kuda.googlecode.com

Gary Abernethy

Director of  eLearning

Academic Affairs

Minneapolis Community and Technical College  |  1501 Hennepin Avenue S.  |  Minneapolis, MN 55403

Phone 612-200-5579

Gary.Abernethy@minneapolis.edu | http://www.minneapolis.edu

From: John OBrien [mailto:John.OBrien@so.mnscu.edu]
Sent: Wednesday, November 20, 2013 11:37 PM
To: Miltenoff, Plamen
Subject: RE: virtual worlds and simulations

I doubt this is so helpful, but maybe:  http://wiki.secondlife.com/wiki/SLED

POD conference 2013, Pittsburgh

http://podnetwork.org/event/pod-2013/

Conference program available in PDF and upub format, so I can have it on my laptop and on my mobile device: diminishes the necessity to carry and pull constantly a paper stack.

it is the only conference I know with 6AM yoga. Strong spirit in a strong body. LRS & CETL must find space and instructors an offer mediation + yoga opportunity for SCSU students to disconnect

1:00 – 5:00 PM excursion to Carnegie Mellon – Learning Spaces. LRS interest in Learning Commons.

From the pre-conference workshops, Thurs, Nov 7, 8:30AM – 12:00PM:
Linda Shadiow, Connecting Reflection and Growth: Engaging Faculty Stories.
This workshop seems attractive to me, since it coincides with my firm conviction that SCSU faculty must share “best practices” as part of the effort to engage them into learning new technologies.

Kenyon, Kimberly et al, Risky Business: Strategic Planning and Your Center.
This workshop might be attractive for Lalita and Mark Vargas, since strategic planning is considered right now at LRS and CETL might also benefit from such ideas.

roundtables, Thurs, Nov. 7, 1:30-2:45PM

Measuring the Promise in Learner-Centered Syllabi
Michael Palmer, Laura Alexander, Dorothe Bach, and Adriana Streifer, University of Virginia

Effective Faculty Practices: Student-Centered Pedagogy and Learning Outcomes
Laura Palucki Blake, UCLA

Laura is the assistant director http://gseis.ucla.edu/people/paluckiblake
3 time survey of freshmen. survey also faculty every 3 years.  can link this date: faculty practices and student learning
triangulating research findings. student-centered pedagogy. which teaching practices are effective in promoting student-center learning practices.
no statistical differences in terms of student learning outcomes between part-time and full-time faculty. The literature says otherwise, but Laura did not find any statistical difference.
http://ow.ly/i/3EL77
discussions is big, small group work is big with faculty
in terms of discussions, there is huge difference between doing discussion and doing it well.
this is a self-report data, so it can be biased
there are gender differences. women more likely to use class discussions, cooperative learning same, students presentations same. gender discipline holds the gender differences.  same also in STEM fields.
students evaluations of each other work. cooperative learning: it is closer gender-wise.
the more student-centered pedagogy, the less disengagement from school work.
understand on a national level what students are exposed to.
lpblake@hmc.edu
http://www.heri.ucla.edu/
wabash national data.

ePublishing: Emerging Scholarship and the Changing Role of CTLs
Laura Cruz, Andrew Adams, and Robert Crow, Western Carolina University
LORs are in Kentucky.
CETL does at least Professional Development, Resources, Eportfolios, LORSs. FLCs
Teaching Times at Penn.
model 2: around instructional technology. More and more CETL into a combined comprehensive center. about 9 are paid by IT and 11 by academic center. because of finances cuts this is the model predicted from the 90s. Why not IT? because ater they say how to use it. and how to use it effective. think outside of technology, technogogy is not the same as technology.  Teacher-scholar model: research, service, teaching.
http://ow.ly/i/3EMJl
egallery and other electronic ways to recognize productivity. Stats and survey software does NOT reside with grad studies, but with CETL, so CETL can help faculty from a glimmer of an idea to presentation and publication. Research Support Specialist.
how and where it fits into faculty development. Neutrality. Should CETL be advocates for institutional, organizational change.  Do CETL encourage faculty to take innovation and risk (change the culture of higher ed). Tenure and promotion: do we advocate that epub should count, e.g. a blog will count toward tenure.
a national publication: http://www.sparc.arl.org/resources/authors/addendum
we domenstrate that it is good school. scholarship of teaching will be good teaching.
OER? Open educational resources. SHould CETL host and participate in those? Do we participate in creating resources, which are designed to replace texbooks? Caroline has a state-wide grant to support faculty developing learning resources.
open access is controversial. the right to publish and republish. http://www.sparc.arl.org/
40% of all scholarly articles are owned by 3 publishers
Academic Social Media academic.edu and electronic journals.
CETL is the comprehensive center, the hub where people go to, so CETL can direct them to and or get together stakeholder to make things happen.
the lesson from this session for me is that Lalita and Keith Ewing must work much closer.

Evaluating the quality of MOOCs: Is there room for improvement?
Erping Zhu, University of Michigan; Danilo Baylen, University of West Georgia
reflection on “taking” a MOOC and the seven principles. how to design and teach MOOC using the seven principles.
MOOC has a lot of issues; this is not the focus, focus is on the instructional design. Both presenters are instructional designers. Danilo is taking MOOC in library and information science.
Second principle: what is a good graduate education.
about half had completed a course. Atter the 3rd week the motivation is dissipating.
Erping’s experience: Provost makes quick decision. The CETL was charged with MOOC at U of Michigan. Securing Digital Democracy. http://www.mooc-list.com/university-entity/university-michigan
Danilo is a librarian. his MOOC class had a blog, gets a certificate at the end. Different from online class is the badges system to get you involved in the courses. the MOOC instructors also had involved grad students to monitor the others. the production team is not usually as transparent as at Corsera. Sustainability. 10 week module, need to do reflections, feedback from peers. 7 assignments are too much for a full-time professional.
http://www.amazon.com/Library-2-0-Guide-Participatory-Service/dp/1573872970
http://tametheweb.com/category/hyperlibmooc/
http://tametheweb.com/2013/10/20/hyperlibmooc-library-2-013-presentation-links/

1. principle: contact btw faculty and student. Not in a MOOC. video is the only source provides sense of connection. the casual comments the instructor makes addressing the students provides this sense. Quick response. Collaboration and cooperation in MOOC environment and bring it in a F2F and campus teaching. Feedback for quizzes was not helpful to improve, since it i automated. students at the discussion board were the one who helped. from an instructional design point of view, how MOOC design can be improved.
group exercise, we were split in groups and rotated sheet among each other to log in response to 7 sheets of paper. then each group had to choose the best of the logged responses. the responses will be on the POD site.
eri week resources

Per Keith’s request

“Why Students Avoid Risking Engagement with Innovative Instructional Methods
Donna Ellis, University of Waterloo”

Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.

A quantitative study. The difficulty of group works. Various questions from the audience, the time of class (early Mrng) is it a reason to increase the students disengagement. Students pereceptions .

The teacher did. It explain why the research and this might have increased the negative perception. Summary of key barrierS.

Risk of negative consequneces

preceived lack of control

contravention of perceived norms.

fishbein and Aizen 2010

discussoon .  How faculty can design and deliver the course to minimize the barriers. Our table thought that there are a lot of unknown parameters to decide and it is good to hear the instructor nit only the researcher. How to deal with dysfunctional group members behaviors. Reflections from the faculty member how to response to the data? Some of the barriers frustrated him. Outlines for the assignments only part of the things he had done to mitigate. What are we asking students on course evaluations. Since a lot more then only negative feedback. Instructor needes more training in conflict resolution and how to run group work.

http://ow.ly/i/3Fjqt

http://ow.ly/i/3Fjpq

 

CRLT Players

Friday, Nov 8, 10:30 AM – 12:00 PM
William Penn Ballroom
7 into 15

CRLT Players, University of Michigan”

Excerpt From: Professional and Organizational Development Network in Higher Education. “POD Network 2013 Conference Program, Pittsburgh PA 11/7 to 11/10.” iBooks.
This material may be protected by copyright.

It is a burlesque and theater approach to engage students and faculty into a conversation. 10 plays in 30 min.

Discuses different topics from the plays and seek solutions as a team. How to deal with international students ( Harvard lady said ” safe places” for students) how to deal with technology or the lack of it, missed next one writing this notes and how to reward faculty in innvative things. T. Encoruage innovation, they received a letter from the provost and if they fail, it is not used in their annual evaluation

No  videotaping of this performance because the power is in conversation. Is there a franchise, like training people to do that. NSF grant was allowing them but now just pick up the idea. Sell scripts? Can have conversations about strategies how to collaborate with the theater department where to start these short vinniets. If come to campus and bring performance do they do also the follow up.
Is anger or hostility a reaction during after these presentations. How to handle it. Hostility can be productive and make sure that it is told that it is productive. Getting difficult things out there is what the theater is trying to do in a distant way. This is not a morality
how develop the work? How come up with issues. Faculty bring issues, followed by interviews, draft created we heater identifies the problem and address the issue. Preview performances with stakeholders who confirm .  There are more then. Sufficient ideas, so the organizers can choose what they see most pertinent
other ways to follow up. http://ow.ly/i/3FpI4 http://ow.ly/i/3FpJy
ecrc committee went to their meeting instead of lunch to see if I can particpirate for next year activitities. Ecrc is the acronym for the tech committee. Web site is one takes of this committee. Word press site , how the groups work, how forms work, how to connect with people and most importantly how to start communicating through the web site and cut the listserv. An attempt to centralized all info in the website rather then scattered across universities.
what is BRL? Google apps and Wikipedia as a wiki for another year until figure out if it can be incorporated in the web site. Reconceptualize how do work in the process. To groups in ecrc. Wikpaidea and web page.  And then social media with Amy?  Ecrc liaison in every POD committee to understand how to set up the committee web presence. Blackboard collaborate to do meetings and this is what liason explain to committee members. Tinyurl.com/ECRC2013
Designing Online Discussions For Student Engagement And Deep Learning
Friday, Nov 8, 2:15 PM – 3:30 PM, Roundtable
Parkview East
Danilo M Baylen, University of West Georgia”
pit must be asynchronous discussion
What is the purpose and format of the discussion. Assessment.  How the online discussion is supporting the purpose of the curriculum to the students learning
About five discussions per semester all together. Behaved part of the class culture
Format of the assignment
asynchronous discussion list. Series of questions or a case study. Is the format a sequence of responses or invite a discussions
checklist which stifles a creative discussion or just let it more free
purpose – must be part of the syllabus and it must be clear.
Meeting learning objectives.
duration
interactivity – response to other students. List of 6 different options how they can reply. what format the interactivity takes Is important issue, which has no textbook
assessment- initial posting are critical, since it gives and idea what to work on. How much points as part of the bigger picture. Yet it is the ground work for the assignment, which gets most points.
metacognitive not evaluative , give students examples from the pro regions class what a good discussion is And explain students how to. Evaluate a good discussion entry
how the question is worded and use the threaded discussion for them to reflect how they think, rather then only assess if they read the chapter. The research about online discussion is very different.
What is the  baseline.
Online course must must be set up ready before semester starts or not?
reflection for the end of the semester
SteVn brookfields critical questionaire
meet thISTI and qr standards
is reflection on the content or the process
students reflect on their own reflections
what have you learned about yourself as online learner and look for consistencies for both negative and positive reflections
“Connecting and Learning with Integrative ePortfolios: The Teaching Center’s Role
Friday, Nov 8, 3:45 PM – 5:00 PM, Roundtable
Assess critical thinking
there is a workshop by the presenters instituitions how to organize
more claims then actual evidence so Data is sought to
main issues
programmatic emportfolio. Not student presentation portfolios, but academic portfolio
e portfolio forum
http://ncepr.org
look at image of the green copy:
1. Integration and reflection
2. Social media – in community with other students , faculty, organizations
3. Resume builder
eportfolio is. Prt of the assessment. Conversation on campus. Some depts use exportfolio extensively but not happy.  Programmatic academic e portfolio to collect data
use Sakai open portfolio system
12 drepartments and six more second year.  to speak the same language, they developed a guideline, conceptual framework ( see snapshot of handout)
Curriculum mapping ( see the grid on the. Handout) took much longer then expected.
Fachlty was overwhelmed by the quantity of responses from studentses when filling out Th grid. http://ow.ly/i/3FBL3http://ow.ly/i/3FBMP
the role of CETL. The provost at Kevin’s institution charged CETL to do the portfolio gig.
The big argument of the CETL redirector with the provost is that portfolio not only to collect data for assessment and accreditation but to provide meaningful experience for the students. EDUCAUSE report horizon, learning analytics  Scandalous headlines of students suing law schools. bad deductions made on big data. The things that matte for students must be in the portfolio and they get used to use the portfolio. Pre reflection entries by the students, which shorted the advising sessions. The advisor can see ahead of time. The advisers. Will. B the. Focus point,   The. Advising  portfolio Is becoming
portfolio must be used by faculty not only students.
Whats the by in for students.  Presentations portfolio part of. Marketing purposes. Google sites so when students leave the institutions students can ” take” the portfolio with them as we’ll go multimedia. attempts failed because platforms which can be cutozmized we’re not used   Digital identity   As CETL director not technology expect and how to learn from the faculty and that was very
documenting and learning with eportfolios.
faculty to demonstrate reflections to students and how enter into portfolio. Using rubrics. Faculty are using already tools but connecting with. Reflections.
STAR: Situation , tasks, action, response
Writing skills differentiate, but even good writers got better on reflection
how one polish a portfolio before bringing to an Employer. Student Working with career services to polish and proofread.
How much the university is responsible for an individual portfolio. How many levels of proof reading.
Poor student work reflects a poor faculty attention.
“Teaching Online and Its Impact on Face-to-Face Teaching
Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
http://wikipodia.podnetwork.org/pod-2013-conference/presentations-2013/lkearns
“Groups Inform Pedagogies
Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session A
Carnegie III
Rhett McDaniel and Derek Bruff, Vanderbilt University”
Teaching Online and Its Impact on Face-to-Face Teaching
Friday, Nov 8, 3:45 PM – 5:00 PM, 35-Minute Research Session B
Greene & Franklin
Lorna Kearns, University of Pittsburgh”

Freedom to Breathe: A Discussion about Prioritizing Your Center’s Work
Andy Goodman and Susan Shadle, Boise State University

Connecting, Risking, and Learning: A Panel Conversation about Social Media
Michelle Rodems, University of Louisville.  Conference C 9:00 AM – 10:15 AM
The use of social media in higher education
Conference C 9-11:15 AM

Panel of CETL directors and faculty. The guy from Notre dame uses word press the same way I use it. Collect questions and after the 3rd one creates blog entry and answers the next q/ s  with the URL to the blog entry NspireD is the name of. The blog

the OHIO state UCAT guy is a twitter guy. Program coordinator who manages wordpress and web site. Intersect with FB and twitter. Platforms are inteGrated, so be did not to know the technicalities. The graduate consultants are setting up. ciirdinator tried to understand how the mesh together. Can be used as conversation starters or to broadcast and share info.  Use of hashtags how to use them appropriate in twitter and FB to streamline .

Scsu problem. W don’t build it they will not come. a Tim burton version of the field of dreams.

Rachel CETL assist dir at U of Michigan.  She is out there personally likes it. Very static web page. Drupal as a content management system so the blog is part of the web page. So 2 times a week entries. One of the staff people is an editor and writes blog posts, but vetted by a second CETL staff. Auto push for the blog to the twitter. Screencasts for YouTube channel with screencasts.  Comments on the blog minimal from faculty and stat. What about students? About 1000 followers on the twitter.  What do analytics say. Hits on home page, but no idea how much time reading. The time people spend more time and using the tags .  the use of blog is less formal way to share information.  recycling in December and August a lot of material.

does anybody subscribe and do you promote RSS

the separate blog for a workshop requires interaction and that is a success

for faculty development U of Michigan is using blog recruited 50  to follow the blog.  TSam of 3 using. WordPress  For a semester and then survey. Focus group. Huge success, between 6 and 30 comments. Community with no other space on campus

how are u using social media to promote connections. elevate voices of others on campus by interviewing faculty.  At U of Michigan there was no interest to learn about what other faculty are doing. So they trashed that initiative but starTed a video narration about faculty who innovate. Videotaped and edited no hi Qual video , tagged and blog posted and this approach created more connection, because it is not text only.

What have been the obstacles and indoor failure and what have you learned?

convincing the administration that CETL than do it and it does not have to be the same quality as the web page and the printed material.  Changing the mindset. No assessment, since nothing else was working and they were ready for radical step such as blog

Same with the twitter. Taking the risk to experiment with the hashtags. Tweets can’t be approved. Need to time to build an audience, one month will not have an impact. Start with the. Notion that you are building a reposIvory noT a foRum

one of the panelist has a google spreadsheet which has information of allCETL social media sites   There are resources on how to deal with negative outcomes of using social media. Working with librarians, the Norte dame said! they will give you twenty sources. No no, no, he siad, give me your best three.

 

U of MichiGan more grad studns blog guest posts almost no faculty.

Have you considered giving them more then guest blog, but no facilitator? Let faculty once a semester do a blog post. It is not moderated but more like lead to how to do a good blog. Interview based approach is unique and does not show up somewhere elSe.

Insitutional background important in these decisions.

How often refresh the wordpress page.  How often one person is voicing and it takes a log of journalistic skills. Use the draft option to publish when there are several ideas coming at once.

Mindshift of CETL is to decrease the standards. Make it more informal. Blog post can be always fixed later. To avoid faculty false perception that this is not scholarly needs to be references. So causal tone + references.

Blog ” from students perspective” is repurposE

Risking Together: Cultivating Connection and Learning for Faculty Teaching Online
Michaella Thornton, Christopher Grabau, and Jerod Quinn, Saint Louis University
Oliver 9-11:15 AM

Space Matters! and Is There a Simple Formula to Understand and Improve Student Motivation
Kathleen Kane and Leslie A. Lopez, University of Hawaii at Manoa
Riverboat 9:00 AM – 10:15 AM

The Risks and Rewards of Becoming a Campus Change Agent
Dr. Adrianna Kezar, University of Southern California
William Penn Ballroom 10:30 AM – 12:00 PM

Branch campuses, students abroad, to more with less, completion from profit institutions

students work more but this is a good reflection on learning success

provost might ask to consolidate prof development opportunities for faculty and students instead of faculty only.

If administration is genuine understand transparent   Administration more about persuading not listening. Respect, not assuming that faculty will not accept it. If faculty will sacrifices what will faculty see the administration sacrifice on their side. Leading from the. Middle , it means collective vision for the future. Multilevel leadershup, top down efforts dont work and bottom top are fragile. Managing up  is less preferred then powering up.  It is difficult to tell administration that they miss or misunderstand the technology issue.

Four frames. Goal multi frame leadership http://www.tnellen.com/ted/tc/bolman.html. Vey much the same as Jim Collins good to great right people on the bus right trained http://www.afa1976.org/Portals/0/documents/Essentials/Creating%20Organizational%20Learning%20and%20Change.pdf

How to build coalition, different perspectives, aknowledge  the inherent conflict.

The Delphi project

 

It Takes a Campus: Promoting Information Literacy through Collaboration
Karla Fribley and Karen St. Clair, Emerson College
Oakmont 1:45 PM – 3:00 PM

Most of the attendees and both presenters were librarians

The presenters played a scatch to involve the particppaints

deifnition what is IL. https://mobile.twitter.com/search/?q=%23POD13&s=hash

http://ow.ly/i/3G00e/original

Information literacy collaborative  work with faculty to design student learning outocmes for information literacy

Guiding principles by backward course design

Where they see students struggle with research

question to students survey, what is most difficult for your and wordle.

http://ow.ly/i/3G0l6/original

self reflection ow.ly/i/3G0UH

Curriculum mapping to identify which courses are the stretigic ones to instill the non credit info litreacy

acrl assessment in action

 

Risky Business: Supporting Institutional Data Gathering in Faculty Development Centers
Meghan Burke and Tom Pusateri, Kennesaw State University
Oliver 1:45 PM – 3:00 PM Roundtable

Exploring Issues of Perceptual Bias and International Faculty
Shivanthi Anandan, Drexel University.
Heinz 3:15 PM – 4:30 PM Roundtable

Why do we need it and onoy regarding international faculty don’t in Kim Lisa wolf-wendel

susan twombly. Pointers for hiring and retention. Performance is both teaching and living. Sanitary effect.  sanitary issues not only pay rate. FLC all tenure track without citizenship they are worried about their tenure. Funding agencies, very few will fund you if you are not a citizenship

Diane Schafer  perceptual biases, graffiti. Cathryn Ross

 

Averting Death by PowerPoint! From Killer Professors to Killer Presenters
Christy Price, Dalton State College
Riverboat 4:45 PM – 6:00 PM

How to create effective mini lectures checklist for acting palnning

engage and leave lecture out. The reason why can’t move away is because some  people lecture as performance art

Make lectures mini. How long mini should be. 22 min, the age number of the person.

Emotional appeal, empathy.

Evoke positive emotions with humor.   Always mixed method research, since the narrative   Berk, r. (2000) and Sousa (2011)

ethical. Obligations and emotional appeal

acknowledge the opposition

enhance memory processing with visuals and multimedia

use guided practice by miniki zing note taking

presentationzen is a book! which need to read http://www.barnesandnoble.com/w/presentation-zen-garr-reynolds/1100391495?ean=9780321525659

Enchanted memory processing by creating mistery

address relevance

 

http://advanceyourslides.com/2011/01/28/the-5-most-memorable-concepts-from-nancy-duartes-new-book-resonate/
Death by PowerPoint:  Nancy Duarte: The secret structure of great talks
http://www.ted.com/talks/nancy_duarte_the_secret_structure_of_great_talks.html

http://www.gobookee.org/get_book.php?u=aHR0cDovL3d3dy5vcGVuaXNibi5jb20vZG93bmxvYWQvMDQ3MDYzMjAxMS5wZGYKVGl0bGU6IFJlc29uYXRlOiBQcmVzZW50IFZpc3VhbCBTdG9yaWVzIFRoYXQgVHJhbnNmb3JtIC4uLg==

Engage faculty by showing. Faculty how their presentation. Is. And how it c can be

process with clickers

Sunday Mrng session

vygotsky zone of  NAND the flipped mindset. http://t.co/vCI8TOJ7J2. Cool tweets at #pod13.

Ideas process baudler Boyd stromle 2013

I – identify the issue

D debrief the situation

A  analyze what happened

s strategize solutions and Oport unities for growth and future success

 

subtitles screencast coursecapture

Below is informative exchange on how to subtitle course capture (screencast):

Are we talking Camtasia Studio or Relay?

 

Relay no longer publishes to Flash – it was replaced with MP4 and a “Smart Player” – and the subtitling is stored in an XML file that is dynamically read by the Smart Player.

 

I can confirm that Studio burns the captions into an MP4, as Steve points out.

 

-Jeremy

 

   Jeremy Anderson

Instructional Technologist

203.582.3792 | jjanderson@quinnipiac.edu

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Covello, Steve
Sent: Friday, May 10, 2013 2:52 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Subtitling Screencasts

 

Camtasia captioning is burn-in, as far as I know (at least in Mac 2). So I don’t think Flash is an aspect of it unless that is the format you are exporting it as.

 

– Steve

 

Steve Covello

Rich Media Specialist/Online Instructor

Granite State College

603-513-1346

Skype: steve.granitestate

Scheduling: http://meetme.so/stevecovello

 

 

From: Frank Lowney <frank.lowney@GCSU.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Friday, May 10, 2013 2:42 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Subtitling Screencasts

 

 

Both ScreenFlow (Mac-only) and Camtasia (Mac/Win) support subtitling.  Both are excellent screencast applications but I prefer ScreenFlow because it creates MPEG-4 files whereas Camtasia requires Flash for subtitles and that pretty much rules out mobile.

 

If these screencastsare made with some other, less expensive apps, I suggest using free, open source apps.  There are many but I prefer Jubler for creating subtitles and Subler for installing them in MPEG-4 files. These are Mac apps.

 

I’ve recently come across CapScribe which is free to education and plan to look it over carefully.  It looks very promising: http://www.inclusivemedia.ca/services/capscribe.shtml This is also Mac-only.

 

 

On May 10, 2013, at 12:00 AM, BLEND-ONLINE automatic digest system <LISTSERV@LISTSERV.EDUCAUSE.EDU> wrote:

 

Hello!

In creating accessible online and blended courses, one of the challenges we
are dealing with is making sure faculty created videos (narrated
PowerPoints, screencasts, etc.) are accessible.  I would love to hear how
others are handling this.  Do you recommend/require that these videos be
closed captioned?  If so, who is responsible for creating the closed
captions?  Do you have staff on campus that do this or is it the faculty
member’s responsibility?  Or do you use a service?  Can you recommend any
software that helps someone easily create closed captions or a service that
can provide this?

Thank you so much,
Andrea

Andrea Milligan
Director of Instructional Technology and Design
North Shore Community College
1 Ferncroft Road
Danvers, MA 01923
978-739-5425

==================================================================

Dr. Frank Lowney  Georgia College & State University

Projects Coordinator, Digital Innovation Group @ Georgia College

   Chappell Hall 212 (CBX 106)

Web SiteBlog, GCSU Email, iCloud Email

My latest book: The Coming ePublishing Revolution in Higher Education

Voice: (478) 445-1344

NOTICE: Please be advised that I am hearing impaired and communicate most effectively via e-mail.  Follow-up summaries of telephone conversations by e-mail are most appreciated.

 

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