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Effectiveness and Perceptions of a Peer Teaching Evaluation Program

Effectiveness and Perceptions of a Peer Teaching Evaluation Program. Lorin Sheppard, PhD Mary Kiersma, PhD, PharmD Manchester University College of Pharmacy. Poll. Is your teaching evaluated by a supervisor? Is your teaching evaluated by a peer?

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Effectiveness and Perceptions of a Peer Teaching Evaluation Program

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  1. Effectiveness and Perceptions of a Peer Teaching Evaluation Program Lorin Sheppard, PhD Mary Kiersma, PhD, PharmD Manchester University College of Pharmacy

  2. Poll • Is your teaching evaluated by a supervisor? • Is your teaching evaluated by a peer? • What are some of the specific areas you are evaluated on? • What is the purpose of these evaluations?

  3. Background • Manchester University • Small school • Emphasis on teaching and active learning • MU College of Pharmacy • New school • Two departments

  4. Demographics n = 21

  5. Demographics

  6. Preparation for Teaching • Teaching certificates • Faculty development teaching seminars • Basics of instructional design • Writing goals and objectives • Structuring a lesson • Teaching facts, concepts, principles, and skills • Incorporating active learning • On-site “consultants”

  7. Development Process • Institutional teaching focus • Similar process at both campuses • Participation required in FW • Form developed by Curriculum and Assessment Committees • Based on factors faculty felt were important • Input from all faculty

  8. Peer Evaluation Process • Who • All faculty are reviewed during the academic year • All non-chair faculty participate as reviewers • When • Class is selected by person being reviewed • How • Using form • Debrief with reviewed, reviewer(s), and Director of Instructional Design

  9. Areas Evaluated Content Organization Interaction Verbal/Nonverbal Use of Media Strengths Areas for Improvement

  10. If you were evaluating a peer review process, what are some things you would want to know?

  11. Process Evaluation Instrument • Demographics (4 questions) • Being reviewed (12) • Being a reviewer (10) • Confidence (2) • Stress (1) • Open-ended questions (3)

  12. Faculty BeingReviewed n = 15

  13. Faculty BeingReviewed n = 15

  14. Faculty as Reviewers n = 17

  15. Faculty as Reviewers n = 17

  16. Classes Evaluated

  17. Confidence

  18. Confidence

  19. How stressful would it be for you to go through this process?

  20. Stress of Evaluation

  21. Uses • Guides changes to instruction • Used as support for self-evaluation • Included in promotion and tenure dossier

  22. Comments “Good process.” “Enlightening ideas that I could utilize.” “Better than I expected.” “Offer training for faculty on using the tool and how to give appropriate and constructive feedback.” “I didn’t receive quite the amount of feedback I was hoping for.” “Make sure evaluators have lecture material prior to the class.”

  23. Limitations One semester’s data Faculty with limited teaching experience Experience giving feedback

  24. Future Directions • Provide training on use of form • Revise form • Based on changing needs/focus • Based on different types of instruction

  25. Questions?

  26. Contact Information Lorin Sheppard lsheppard@manchester.edu 260-470-2670 Mary Kiersma mekiersma@manchester.edu 260-470-2668

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