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Faculty Perceptions of Course Evalua...

Medlen, Melinda J.

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Faculty Perceptions of Course Evaluation Processes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty Perceptions of Course Evaluation Processes./
作者:	Medlen, Melinda J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	123 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-07, Section: A.
Contained By:	Dissertations Abstracts International80-07A.
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13424427
ISBN:	9780438769366

Faculty Perceptions of Course Evaluation Processes.
Medlen, Melinda J.

Faculty Perceptions of Course Evaluation Processes. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 123 p.

Source: Dissertations Abstracts International, Volume: 80-07, Section: A.

Thesis (Ed.D.)--California Lutheran University, 2019.

This item must not be sold to any third party vendors.

Higher education institutions task their faculty with student learning and expect them to undergo an extensive faculty evaluation process. One component of the evaluation process is to gather data on faculty teaching effectiveness through student course evaluations. Universities use course evaluation data in conjunction with other gathered data to help determine if the university will grant a faculty member promotion or tenure. Commonly, if the university does not grant tenure, the faculty member must leave the university. Literature suggests that faculty are not included in the discussion on how universities use course evaluation results (DeCosta, Bergquist, Holbeck, & Greenberger, 2016; Hornstein, 2017; Vasey & Carroll, 2016). This qualitative case study gathered faculty perceptions of student course evaluations. Nine full-time faculty from a small private university participated in this study's semi-structured interview protocol. Through a faculty professional growth framework and constructivist epistemology, the analyzed transcripts revealed several significant themes. Overall, the faculty see the value in course evaluations and reported that they review their evaluation results. However, they do not always believe students are the most qualified individuals to evaluate their teaching effectiveness, especially when the university uses course evaluation results for promotion and tenure decisions. To facilitate the development of support systems for faculty engagement around student course evaluations, this study offers implications for higher education research, policy, and practice.

ISBN: 9780438769366Subjects--Topical Terms:

526425
Educational evaluation.

Faculty Perceptions of Course Evaluation Processes.
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