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Location:
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KFC Courts |
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Date:
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Tuesday, Aug.02 |
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Time:
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5:15PM - 6:00PM
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Author:
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Chandra A. Turpen, Western Michigan University
303.817.0250, Chandra.Turpen@colorado.edu
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Co-Author(s):
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Charles Henderson, Melissa Dancy
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Abstract:
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As part of a larger research study, we focus on the investigation of barriers to instructional change. One significant barrier that has emerged is that neither faculty nor their institutions know how to evaluate student learning (or teaching effectiveness) in introductory physics courses. In this poster, we will present results from telephone interviews with 70 physics faculty related to how faculty and their institutions evaluate teaching effectiveness. We will focus on the following research questions: 1) What information is gathered about instructors? teaching and students? learning? 2) How is this information used? 3) How are different sources of information perceived or valued by faculty? Helping faculty (and possibly institutions) make judgments about whether their instruction is working may be an integral part of supporting efforts to improve undergraduate physics instruction.
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Footnotes:
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Supported, in part, by NSF Award No. 0715698
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