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Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching

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Title: Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching
Language: English
Authors: Moira McDonald (ORCID 0000-0003-0089-0691), Michael-Anne Noble, Brigitte Harris, Valeria Cortés (ORCID 0000-0002-6037-3859), Ken Jeffery (ORCID 0000-0003-4087-1700)
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
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  Data: Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching
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  Data: <searchLink fieldCode="AR" term="%22Moira+McDonald%22">Moira McDonald</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0089-0691">0000-0003-0089-0691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael-Anne+Noble%22">Michael-Anne Noble</searchLink><br /><searchLink fieldCode="AR" term="%22Brigitte+Harris%22">Brigitte Harris</searchLink><br /><searchLink fieldCode="AR" term="%22Valeria+Cortés%22">Valeria Cortés</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6037-3859">0000-0002-6037-3859</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ken+Jeffery%22">Ken Jeffery</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4087-1700">0000-0003-4087-1700</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 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.]
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  Data: 2024
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  Data: EJ1431602
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 113
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Course Evaluation
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Response Rates (Questionnaires)
        Type: general
      – SubjectFull: Bias
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Student Evaluation of Teacher Performance
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Fostering a Teaching and Learning Opportunity: Toward Equity in Student Feedback of Teaching
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            NameFull: Moira McDonald
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            NameFull: Michael-Anne Noble
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            NameFull: Valeria Cortés
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            NameFull: Ken Jeffery
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              Type: published
              Y: 2024
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