Evaluating Course Quality And Faculty Teaching

The authors of this summary on rating your professor started using ratemyprofessor.com in their classroom in August of 2008. They wrote the essay due to the over six-hundred institutions that are now using it nationwide. They believe that writing this summary could help many professors understand the way students think when rating them and for students to see feedback on classes they may want to take. Otto believes that being able to rate your professor will significantly help many future college students who are wanting to know from their future peers if a course with a certain professor whether or not he or she is a good professor to have.

For instance, if the overall performance of Mr. Young, a math instructor, is low, this may be a potential clue to the math department to figure out what is going on with the instructor. After they find out the instructor’s weakness, they will take an action to improve young’s performance concerning the weaknesses. As the matter of fact, if the professor’s performance is low, there is no doubt that students will shy away from registering a course given by this instructor. According to Adrianna Vataj, a WCC student, “If the professor has a bad rating, I will not take his class” (Browne). This causes losing students to a course which is assigned to this instructor. If other similar classes are full, students are forced to go to another college, even though it is far. As a result, this situation leads the department decision makers to either come up with a solution to the problem, or bring in another instructor. Therefore, Rate My Professor.com is helpful for the department to screen out their potential instructors from

Online degrees are becoming common and enrollment is booming, but success rate is significantly low compared to the traditional classroom environment. Research shows that drop-out rates for online courses range from 20-50%, often 10-20% greater than equivalent online courses (Bernard, R.M., Brauer, A., Abrami, P.C., & Surkes, M., 2004).

The second most important characteristic is patience. Patience is important because you have to be calm and not lash out on the patient’s even if they are bothering you. If you don’t have patience you get fired for being too tough with a patient. To have patience

Your response(s) to the course/instructor are anonymous and will not be returned to your instructor until after grades have been submitted. The use of a course/instructor evaluation is an important process that allows our college to (1) help faculty improve their instruction, (2) help administrators evaluate instructional quality, (3) ensure high standards of teaching, and (4) ultimately improve instruction and student learning over time. Completion of the evaluation is not required for you to pass this class and will not affect your grade, but your cooperation and participation in this process is critical. About two weeks before the class finishes, watch for an e-mail with "NCIAS Course/Instructor Evaluation” in the subject heading. The email will be sent to your official ASU e-mail address.

There are many kinds of feedback forms, and it is always wise to have several in a trainer’s tool kit. Within the authors sector the courses are primarily one day events, feedback questionnaires are usually presented at the end of the session. These are usually generic, and do not always meet the needs of the learners or given course. To achieve qualitative data the author tailors the questionnaires to the session, with predominantly open style questions, demanding a full response. As apposed to closed questions with yes/no answers, which usually achieves only quantative data. Feedback must be recorded and filed for quality assurance purposes, further action, planning, audit trails and management review. Feedback can help the trainer to evaluate their courses and learners.

One of the strengths of using the Danielson’s Framework at Stevenson is to improve student learning through a variety of feedback process. Danielson’s Framework promotes reflection on practice, defines clear criteria for evaluation of current practice, provides feedback on curriculum, instructional, and assessment practices, supports fostering a culture of professional learning and collaboration, and ensures faculty continue to grow professionally.

The purpose of this paper is to provide the author's self-evaluation of her overall performance and participation in the EDF 538, Instructional Design Summer 2015 course. The self-evaluation serves a two-fold purpose. First, it reflects the author's ability to honestly evaluate her "commitment to learning." Second, the paper serves as a tool for author reflection and notice for improvement.

Each of the three have specific requirements for each of the seven competencies. Each attribute is acquired over time, especially leading others, clinical performance and self

Students are often told that the path to success tends to be a lonely one because only they can get themselves there. For the most part that is true, they must be self-motivated and passionate about their future, but along the way they get to meet special people that want to see them to accomplish their goals. From an early age the relationship built between students and teachers has molded and impacted the student’s life. The relationship they have with a teacher can define the attitude that student has with the subject being taught. A lot of emphasis is put on students when they fail a course and they question their effort. Although, the root of the problem is not always the student, but the method the instructor is using to teach the student.

Institutions of higher education have faced growing external demands from state and federal government, accrediting bodies, the public. For the past two decades, the focus on student learning and accountability has grown tremendously. Now, it is difficult to read the news without seeing a headline related to states holding institutions accountable for graduation and retention rates, national initiatives related to graduating more students, or an article looking at funding and affordability issues for students and institutions of higher education. Not only have institutions increased their focus on measuring student learning, now accrediting agencies are also doing so. The focus on accountability and student learning assessment in

Critical-thinking skills , you must assess changes in the health status of patients. Another skill that you would need is compassion, in order to be compassionate you need to be caring and empathetic when looking after patients. I’m compassionate because my mom hurt her back and ended up having a paralyzed leg, I helped her go

Through the website, diverse comments could be looked through with no difficulty; however, these subjective reflections are likely to influence those who are about to choose courses. For example, if a student receives others negative comments of the professors, he or she might determine not to take the course, which the professors instruct. In my view, people should not blindly follow viewpoints of others when choosing courses because we could not always have exactly the same opinions as others. Oscar Wilde, a well-known writer, once said, “Most people are other people. Their thoughts are someone else’s opinions, their lives a mimicry, their passions a

Empathy is the third quality. A teacher must have the ability to bond with the students, to understand and resonate with their feelings and emotions. He/she need to put his/herself in students’ situation to understand and solve students’ problem. A good teacher must know that the aggression, negative attitudes that he/she can see in some students have a root cause. He/she know that they are really scared young people who have come through some bed experiences in life. This will keep a teacher calm and have control. If a teacher can do this, he/she will gain more than love from his/her students.

There were three assessments and evaluations built into the course. A pre-test survey a post-test survey and a course evaluation. The purpose was to gain “feedback to designers for making course improvements” (Morrison, Ross, Kalman, & Kemp, 2013, p.318). Most of the participants completed the pre and post-test assessment for the course. The pre and post-test was designed using survey monkey and the link was provided with the module. This surveys collected data about their initial and post course knowledge of an online course. The pre-test survey data was compared with the post-test data assess the learning gain and to see the outcome after completing the course. A pretest is designed to heighten the student’s awareness of the content by providing cues to the key points of the upcoming instruction (Morrison, Ross, Kalman, & Kemp, 2013, p. 177). The goals for a pretest is prepare the instructor to what is anticipated in the course and a baseline for student