Faculty Perceptions of Course Evaluation Processes

Autor/in	Medlen, Melinda J.
Titel	Faculty Perceptions of Course Evaluation Processes
Quelle	(2019), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California Lutheran University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-6936-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Course Evaluation; College Faculty; Teacher Effectiveness; College Students; Student Evaluation of Teacher Performance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Collegestudent
Abstract	Higher education institutions task their faculty with student learning and expect them to undergo an extensive faculty evaluation process. One component of the evaluation process is to gather data on faculty teaching effectiveness through student course evaluations. Universities use course evaluation data in conjunction with other gathered data to help determine if the university will grant a faculty member promotion or tenure. Commonly, if the university does not grant tenure, the faculty member must leave the university. Literature suggests that faculty are not included in the discussion on how universities use course evaluation results (DeCosta, Bergquist, Holbeck, & Greenberger, 2016; Hornstein, 2017; Vasey & Carroll, 2016). This qualitative case study gathered faculty perceptions of student course evaluations. Nine full-time faculty from a small private university participated in this study's semi-structured interview protocol. Through a faculty professional growth framework and constructivist epistemology, the analyzed transcripts revealed several significant themes. Overall, the faculty see the value in course evaluations and reported that they review their evaluation results. However, they do not always believe students are the most qualified individuals to evaluate their teaching effectiveness, especially when the university uses course evaluation results for promotion and tenure decisions. To facilitate the development of support systems for faculty engagement around student course evaluations, this study offers implications for higher education research, policy, and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01