Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching
Saved in:
| Title: | Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching |
|---|---|
| Language: | English |
| Authors: | Moira McDonald (ORCID |
| Source: | Papers on Postsecondary Learning and Teaching. 2024 7:113-129. |
| Availability: | Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Speeches/Meeting Papers |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Equal Education, Feedback (Response), Learning Experience, Postsecondary Education, Reflection, Student Surveys, Faculty Development, Course Evaluation, Educational Improvement, Response Rates (Questionnaires), Bias, Undergraduate Students, Models, Student Evaluation of Teacher Performance, Student Attitudes, Student Experience, Universities, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 2560-6050 |
| Abstract: | Educators within post-secondary institutions receive input in the form of course evaluations from their students. The aim of receiving student input is to improve the teaching and learning experience for all. There are, however, inherent problems with the current methods of obtaining students' views through course evaluations. In this pilot study, the researchers focused on two problems: universally low response rates of 20% or less of student input in formal course evaluations and the problematic bias associated with anonymous course evaluations. Implementing practices that encourage students to provide course feedback, thus moving away from the term course evaluation was a first step to address these problems. A process was piloted in this study with 16 domestic undergraduate Bachelor of Science students whereby the researchers encouraged reflection, dialogue, and accountability in the new model and compared the differences against the problematic original model of receiving course evaluation input from students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431602 |
| Database: | ERIC |
| Abstract: | Educators within post-secondary institutions receive input in the form of course evaluations from their students. The aim of receiving student input is to improve the teaching and learning experience for all. There are, however, inherent problems with the current methods of obtaining students' views through course evaluations. In this pilot study, the researchers focused on two problems: universally low response rates of 20% or less of student input in formal course evaluations and the problematic bias associated with anonymous course evaluations. Implementing practices that encourage students to provide course feedback, thus moving away from the term course evaluation was a first step to address these problems. A process was piloted in this study with 16 domestic undergraduate Bachelor of Science students whereby the researchers encouraged reflection, dialogue, and accountability in the new model and compared the differences against the problematic original model of receiving course evaluation input from students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] |
|---|---|
| ISSN: | 2560-6050 |
