STEM faculty devise their own evaluation systems

As universities continue to look to improve student success, there is a growing emphasis for teaching faculty to be good educators.

In the fast-growing and job-rich disciplines of science, technology, engineering and mathematics (STEM), improving instruction at the college level is critical to keeping students engaged in these fields.

However, filling in bubbles on institutionalized end-of-term teacher evaluation questionnaires, a standard practice at many large research universities, often fails to produce timely and meaningful data for improving instruction, according to a new study from Oregon State Universi

All access premium subscription

This content requires a subscription to Feedstuffs in order to access. If you are a paid subscriber, use your email and password to Log In now.


Current Feedstuffs Subscribers: Online and mobile access are now included at no charge to you. To read this article, use your subscriber email and password to log-in to your account (or contact us for assistance in updating your account.)


Not Currently a Subscriber: Subscribe NOW to Feedstuffs and receive our print and/or digital publications, enewsletters and premium online content. Visit Feedstuffs.com and click on Subscribe at the top of the page for more information.


SUBSCRIBE NOW https://circulation.feedstuffs.com/Publications.aspx


TO RENEW YOUR SUBSCRIPTION https://circulation.feedstuffs.com/SubscriptionOffers.aspx


Hide comments

Comments

  • Allowed HTML tags: <em> <strong> <blockquote> <br> <p>

Plain text

  • No HTML tags allowed.
  • Web page addresses and e-mail addresses turn into links automatically.
  • Lines and paragraphs break automatically.
Publish