Student Course Evaluations Get an “F”
A study of course evaluations finds that instructors who are better teachers, as measured by their students’ grades in later classes, get lower ratings from their students.
Archive for month: June, 2017
Values Affirmation Intervention Reduces Achievement Gap Between URM and Non-URM Students in Intro Biology Classes
Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful.
Student Feedback on Quality Matters Standards for Online Course Design
A study asks students to share about the impact of effective use of the Quality Matters framework on their experiences in online courses, with positive findings outlined in several areas.
Evaluating Discipline-Based Education Research for Promotion and Tenure
Due to the interdisciplinary nature of DBER and its involvement of social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. The authors of this essay aim to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process.