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Journal of Effective Teaching, v10 n1 p38-50 2010

Most institutions of higher education require evidence of effective teaching as part of the review process for reappointment and for tenure/promotion. This study examines the relative importance of various documents placed in the teaching section of the dossier as rated by pre-tenured faculty members and review committee members. Results indicate that these documents are viewed quite differently by the two groups. There is a danger that the differences in the value that various documents play may affect the evaluation of teaching effectiveness and the final outcome of reappointment and tenure/promotion decisions. These differences weaken the evaluation process. There must be a common understanding of the importance of particular documents and how those pieces of evidence assist in telling the story of teaching effectiveness.

Descriptors: Teaching Methods, Comparative Analysis, Stakeholders, Teacher Effectiveness, Higher Education, Colleges, Tenure, Faculty Promotion, Teacher Evaluation, Portfolios (Background Materials), Teacher Employment, Promotion (Occupational), Teaching (Occupation), Expertise, Teaching Experience, Questionnaires, Surveys, College Faculty, Faculty

Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet[at]uncw.edu; Web site: http://www.uncw.edu/cte/et

Autor: Burnap, Charles A.; Kohut, Gary F.; Yon, Maria G.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2268&id=EJ1092168

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