IDEA

1. IDEA What it is and How to Implement the System Texas A & M, February 2013 Shelley A. Chapman, PhD Senior Educational Consultant

2. Teaching Improvement Faculty Evaluation Curriculum Review Program Assessment Accreditation Individual Development Educational Assessment

3. What is teaching effectiveness? Being Prompt Being Clear Being Organized Forming learning teams Requiring critical thinking Relating course material to real life situations Introducing stimulating ideas Inspiring students to set and achieve goals

4. Teaching Effectiveness Most Surveys How well do students rate their progress on the types of learning the instructor targeted? How well do the instructor’s methods resemble those of a “model” teacher?

5. What is teaching effectiveness? Philosophy of IDEA Primary indicant of Teaching Effectiveness = Facilitating Learning

6. Conditions for Good Use • The instrument • Targets learning • Provides suggested action • steps for teaching improvement • Has evidence for validity

7. Conditions for Good Use The Faculty • Trust the process • Value student feedback • Are motivated to make improvements

8. Conditions for Good Use • Campus Culture • Teaching excellence -high priority • Resources to improve - provided • Student ratings - appropriate weight

9. Conditions for Good Use The Evaluation Process • 30-50% of evaluation of teaching • 6-8 classes, more if small (<10) • Not over-interpreted (3-5performance categories)

10. Reflective Practice using Individual Reports Try new ideas Online, Paper Talk with colleagues What the reports say and what they mean IDEA resources that are keyed to reports

11. Underlying Philosophy of IDEA Teaching effectiveness is determined primarily by students’ progress on the types of learning the instructor targets.

12. Faculty Information Form

13. Student Learning Model Specific teaching behaviors are associated with certain types of student progress under certain circumstances. Teaching Behaviors Circumstances Student Learning

14. Student Learning Model: Diagnostic Form Teaching Behaviors Items 1-20 Student Learning Items 21-32 Circumstances Students: Items 36-39, 43 Course: Items 33-35 Summary Items: 40-42 Research Items: 44-47 Up to 20 extra items

15. Student Learning Model: Short Form Summary Measures: Items 16-18 Experimental Questions: Items 14 20 Additional Questions Teaching Behaviors Student Learning Items 1-12 Circumstances Students: Items 13-15

16. FIF: Selecting Objectives • 3-5 as “Essential” or “Important” • Is it a significant part of the course? • Do you do something specific to help students accomplish the objective? • Does the student’s progress on the objective influence his or her grade? Be true to your course.

17. Faculty Information Form

18. Common Misconception #1 Students are expected to make significant progress on all 12 learning objectives in a given course.

19. Common Misconception #2 Effective instructors need to successfully employ all 20 teaching methods in a given course.

20. Relationship of Learning Objectives to Teaching Methods

21. Common Misconception #3 The 20 teaching methods items should be used to make an overall judgment about teaching effectiveness. Faculty Evaluation

22. Faculty Information Form: Discipline Codes www.theideacenter.org/DisciplineCodes

23. Faculty Information Form: Local Code

24. Used for research Best answered toward end of term Do NOT influence your results Course Description Items (FIF) Bottom of Page 1 Top of page 2

25. IDEA Online

26. FIF Online Delivery • Reminders are delivered by email • Start/end dates are determined by Institution • Access is unlimited while available • Questions can be added • Objectives can be copied

27. Copying Objectives

28. Student Survey Online Delivery • Link is on Howdy • Reminders are sent by email • Start/end dates determined by Institution • Submission is confidential and restricted to one

29. Online Response Rates – Best Practices • Create value for feedback • Prepare Students • Monitor and Communicate

30. Example: Course Syllabus

31. Diagnostic Report Overview • How did students rate their learning experience? What contextual factors impacted those ratings? How do my scores compare to: IDEA, discipline, and institution? What might I do to facilitate better learning for my students next time?

32. 1. How did Students Rate their Learning? 1If you are comparing Progress on Relevant Objectives from one instructor to another, use the converted average.

33. 4 Progress On Relevant Objectives 4.3 + 4.3 4.1 4.2 3.6 5

34. Summary Evaluation: Five-Point Scale 50% 25% 25%

35. 2. What contextual factors impacted those scores?

36. 3. How do my scores compare to: IDEA, Discipline, Institution?

37. Comparisons (Norms): Converted Averages

38. 4. What might I do to facilitate better learning next time?

39. Page 2: What did students learn?

40. Page 3: Suggested Action Steps #16 #18 #19

41. POD-IDEA Notes onIDEA Website

42. POD-IDEA Notes • Background • Helpful Hints • Application for online learning • Assessment Issues • References and Resources

43. IDEA Papers Resources for Faculty Evaluation Faculty Development

44. IDEA Terminology • Student Ratings of Instruction = student survey • FIF = Faculty Information Form • OCC = On Campus Coordinator • Sub-OCC = Person who works with the OCC on campus • GSR = Group Summary Report • Aggregate Data File = Excel spreadsheets of all data • Benchmarking Report • Discipline Code = modified CIP codes • Local Code = code for creating groups • Converted Averages = T Scores • Adjusted Scores = Scores that take into consideration variables outside the control of the instructor

45. IDEA Website and Who’s Who www.theideacenter.org

46. Questions ? www.theideacenter.org Visit our IDEA Help Community!