Davis provided many ideas and strategies for soliciting feedback for teaching improvement. Although many of the ideas were creative, I didn’t think many were realistic. For example, the “student liaison” strategy seemed cool, but I don’t think it has any validity (Davis 466). This strategy is a lot of extra work for students, something only over-achievers or brown-nosers would volunteer to do. If your feedback comes only from brown-nosers, your results are going to be skewed. And the “spotters” idea seemed a little creepy.
I think a great way to provide yourself some valuable feedback is to record yourself on video and watch it. This is probably the scariest, but truest form, of evaluation. I don’t think I’m ready for this type of evaluation. Somewhere down the line, when I’m less likely to cry after watching the video, I might use this strategy. With or without video, Davis provided a great checklist on page 475 that is helpful for self-reflection. It would also be a great checklist to have a colleague use if they are observing your class.
Both authors talked about student rating forms and their relevance. Davis said “Research has shown that reviewing end-of-course questionnaires alone tend not to help instructors… improvement is more likely to come from consultation … during the term” (Davis 534). So then I thought, ‘well then, what is the point?’ Lang provided some light when he pointed out that student forms are important during “the evaluation of faculty for hiring and promotion and tenure” (Lang 269). I was surprised to know that “the vast majority of studies have concluded that well-designed rating forms provide a reliable measure of learning and teaching effectiveness” (Davis 269). … What do you guys think about the effectiveness of student evals? As a student, I don’t remember putting much thought into them.
I liked Lang’s Week 11: Re-energizing the Classroom. Although we are technically a ten day course, mentally we are all experiencing week 11. Our “high energies are taxed,” class discussions are a little less enthusiastic, and we are starting to look a little tired and overwhelmed. I remember thinking, ‘I am going to make muffins for the class.’ Now I’m like, screw the muffins, how the heck am I going to create a course syllabus?!?’ I guess the only answer to this lack of energy is to skip Friday’s teaching demonstrations and take a field trip. I would love to do another teaching demo, but Lang probably knows best. If he insists that we need to re-energize with a field trip, who am I to challenge such wisdom and authority.
Multiple choice question:
Suzy Smith was in a major car accident where her left leg was crushed on impact. Due to the severity of the injury, Dr. Bob has to tell Suzy that she will lose the lower part of her left leg. As Dr. Bob walks down the hall to break the bad news to Suzy, he turns off his pager and asks his nurse to cancel his appointments for the next hour.
Dr. Anderson was following which step in the COMFORT model?
a. Communication
b. Mindfulness
c. Ongoing
d. Team
I think a great way to provide yourself some valuable feedback is to record yourself on video and watch it. This is probably the scariest, but truest form, of evaluation. I don’t think I’m ready for this type of evaluation. Somewhere down the line, when I’m less likely to cry after watching the video, I might use this strategy. With or without video, Davis provided a great checklist on page 475 that is helpful for self-reflection. It would also be a great checklist to have a colleague use if they are observing your class.
Both authors talked about student rating forms and their relevance. Davis said “Research has shown that reviewing end-of-course questionnaires alone tend not to help instructors… improvement is more likely to come from consultation … during the term” (Davis 534). So then I thought, ‘well then, what is the point?’ Lang provided some light when he pointed out that student forms are important during “the evaluation of faculty for hiring and promotion and tenure” (Lang 269). I was surprised to know that “the vast majority of studies have concluded that well-designed rating forms provide a reliable measure of learning and teaching effectiveness” (Davis 269). … What do you guys think about the effectiveness of student evals? As a student, I don’t remember putting much thought into them.
I liked Lang’s Week 11: Re-energizing the Classroom. Although we are technically a ten day course, mentally we are all experiencing week 11. Our “high energies are taxed,” class discussions are a little less enthusiastic, and we are starting to look a little tired and overwhelmed. I remember thinking, ‘I am going to make muffins for the class.’ Now I’m like, screw the muffins, how the heck am I going to create a course syllabus?!?’ I guess the only answer to this lack of energy is to skip Friday’s teaching demonstrations and take a field trip. I would love to do another teaching demo, but Lang probably knows best. If he insists that we need to re-energize with a field trip, who am I to challenge such wisdom and authority.
Multiple choice question:
Suzy Smith was in a major car accident where her left leg was crushed on impact. Due to the severity of the injury, Dr. Bob has to tell Suzy that she will lose the lower part of her left leg. As Dr. Bob walks down the hall to break the bad news to Suzy, he turns off his pager and asks his nurse to cancel his appointments for the next hour.
Dr. Anderson was following which step in the COMFORT model?
a. Communication
b. Mindfulness
c. Ongoing
d. Team
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