Utilizing Instructional Consultations to Enhance the Teaching Performance of Engineering Faculty
dc.contributor.author | Finelli, Cynthia J. | en_US |
dc.contributor.author | Ott, Molly | en_US |
dc.contributor.author | Gottfried, Amy C. | en_US |
dc.contributor.author | Hershock, Chad | en_US |
dc.contributor.author | O'Neal, Christopher | en_US |
dc.contributor.author | Kaplan, Matthew | en_US |
dc.date.accessioned | 2013-01-03T19:34:26Z | |
dc.date.available | 2013-01-03T19:34:26Z | |
dc.date.issued | 2008-10 | en_US |
dc.identifier.citation | Finelli, Cynthia J.; Ott, Molly; Gottfried, Amy C.; Hershock, Chad; O'Neal, Christopher; Kaplan, Matthew (2008). "Utilizing Instructional Consultations to Enhance the Teaching Performance of Engineering Faculty." Journal of Engineering Education 97(4). <http://hdl.handle.net/2027.42/94604> | en_US |
dc.identifier.issn | 1069-4730 | en_US |
dc.identifier.issn | 2168-9830 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/94604 | |
dc.description.abstract | Although many kinds of data can be used to guide instructional consultations, research comparing the efficacy of such data is scant, especially in engineering. In this study, multiple modes of assessment were used to evaluate the impact of consultations informed by different kinds of data. This study illuminates two key aspects of instructional consultations: (1) their efficacy varies depending on the kind of data used to guide them, with student feedback from a Small Group Instructional Diagnosis (SGID) having the largest positive impact, and (2) the instructional consultant plays a key role in helping both interpret the available data and identify strategies for improvement. These findings suggest three implications for practice: (1) whenever possible, SGID‐based consultations should be offered systematically and proactively for engineering faculty, (2) data for other kinds of consultations should be tailored to the needs of the individual instructor, and (3) instructional consultants should be available to collaborate with faculty to enhance their teaching, thereby building an engineering culture that actively supports teaching and learning. | en_US |
dc.publisher | Blackwell Publishing Ltd | en_US |
dc.publisher | Wiley Periodicals, Inc. | en_US |
dc.subject.other | Small Group Instructional Diagnosis (SGID) | en_US |
dc.subject.other | Instructional Consultation | en_US |
dc.subject.other | Improving Teaching | en_US |
dc.title | Utilizing Instructional Consultations to Enhance the Teaching Performance of Engineering Faculty | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Engineering Education | en_US |
dc.subject.hlbtoplevel | Engineering | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | Center for Research on Learning and Teaching University of Michigan | en_US |
dc.contributor.affiliationum | Center for Research on Learning and Teaching University of Michigan | en_US |
dc.contributor.affiliationum | Center for Research on Learning and Teaching University of Michigan | en_US |
dc.contributor.affiliationum | Department of Chemistry University of Michigan | en_US |
dc.contributor.affiliationum | School of Education University of Michigan | en_US |
dc.contributor.affiliationum | College of Engineering and Center for Research on Learning and Teaching University of Michigan | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/94604/1/j.2168-9830.2008.tb00989.x.pdf | |
dc.identifier.doi | 10.1002/j.2168-9830.2008.tb00989.x | en_US |
dc.identifier.source | Journal of Engineering Education | en_US |
dc.identifier.citedreference | Marsh, H.W., and L. Roche. 1993. The use of students' evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal 30 ( 1 ): 217 – 51. | en_US |
dc.identifier.citedreference | Clark, D., and M. Redmond. 1982. Small group instructional diagnosis: Final report. ERIC Document Reproduction Service No. ED217954. | en_US |
dc.identifier.citedreference | Cohen, P. 1980. Effectiveness of student‐rating feedback for improving college instruction: A meta‐analysis. Research in Higher Education 13: 321 – 41. | en_US |
dc.identifier.citedreference | Cranton, P. and R.A. Smith. 1990. Reconsidering the unit of analysis: A model of student ratings of instruction. Journal of Educational Psychology 82 ( 2 ): 207 – 12. | en_US |
dc.identifier.citedreference | Cross, K.P. 1993. On college teaching. Journal of Engineering Education 82 ( 1 ): 9 – 14. | en_US |
dc.identifier.citedreference | Diamond, M.R. 2004. The usefulness of structured mid‐term feedback as a catalyst for change in higher education classes. Active Learning in Higher Education 5 ( 3 ): 217 – 31. | en_US |
dc.identifier.citedreference | Felder, R.M. 2004. Teaching engineering at a research university: Problems and possibilities. Educación Química 15 ( 1 ): 40 – 42. | en_US |
dc.identifier.citedreference | Hake, R.R. 1998. Interactive‐engagement versus traditional methods: A six‐thousand‐student survey of mechanics test data for introductory physics courses. American Association of Physics Teachers 66 ( 1 ): 64 – 74. | en_US |
dc.identifier.citedreference | Harrison, P.D., D.K. Douglas, and C.A. Burdsal. 2004. The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education 45 ( 3 ): 311 – 23. | en_US |
dc.identifier.citedreference | Hicks, O. 1999. A conceptual framework for instructional consultation. New Directions for Teaching and Learning 79: 9 – 18. | en_US |
dc.identifier.citedreference | Knapper, C. and S. Piccinin. 1999. Consulting about teaching: An overview. New Directions for Teaching and Learning 79: 3 – 8. | en_US |
dc.identifier.citedreference | Lenze, L.F. 1997. Small Group Instructional Diagnosis (SGID). In Practically speaking—A sourcebook for instructional consultants in higher education, eds. K.T. Brinko and R.J. Menges, 143 – 146. Stillwater, OK: New Forums Press. | en_US |
dc.identifier.citedreference | Rose, Levinson J., and R.J. Menges. 1981. Improving college teaching: A critical review of research. Review of Educational Research 51 ( 3 ): 403 – 34. | en_US |
dc.identifier.citedreference | Lewis, K.G., and J.T. Povlacs, eds. 2001. Face to face—A sourcebook of instructional consultation techniques for faculty/instructional developers. Stillwater, OK: New Forums Press. | en_US |
dc.identifier.citedreference | L'Hommedieu, R., R.J. Menges, and K.T. Brinko. 1990. Methodological explanations for the modest effects of feedback. Journal of Educational Psychology 82: 232 – 41. | en_US |
dc.identifier.citedreference | Marsh, H.W. 1984. Students' evaluations of teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology 76 ( 5 ): 707 – 54. | en_US |
dc.identifier.citedreference | Marsh, H.W., and M. Bailey. 1993. Multidimensional students' evaluations of teaching effectiveness: A profile analysis. The Journal of Higher Education 64 ( 1 ): 1 – 18. | en_US |
dc.identifier.citedreference | Murray, H.G. 1985. Classroom teaching behaviors related to college teaching effectiveness. New Directions for Teaching and Learning 23: 21 – 34. | en_US |
dc.identifier.citedreference | Menges, R.J., and K.T. Brinko. 1986. Effects of student evaluation feedback: A meta‐analysis of higher education research. ERIC 270 408. Evanston, IL: Northwestern University. | en_US |
dc.identifier.citedreference | National Academy of Engineering 2007. Engineering education centers. Roundtable members http:www.nae.edunaecaseecomnew.nsfweblinksNFOY‐5RUQPFOpenDocument (last accessed September, 2008). | en_US |
dc.identifier.citedreference | Piccinin, S. 1999. How individual consultation affects teaching. New Directions for Teaching and Learning 79: 71 – 83. | en_US |
dc.identifier.citedreference | Piccinin, S., C. Cristi, and M. McCoy. 1999. The impact of individual consultation on student ratings of teaching. The International Journal for Academic Development 4 ( 2 ): 75 – 88. | en_US |
dc.identifier.citedreference | Piccinin, S., and J. Moore. 2002. The impact of individual consultation on the teaching of younger versus older faculty. The International Journal for Academic Development 7 ( 2 ): 123 – 34. | en_US |
dc.identifier.citedreference | Professional and Organizational Development in Higher Education Network. 1995. Celebrate Us! [Brochure ]. | en_US |
dc.identifier.citedreference | Sorcinelli, M. 1991. Research findings on seven principles. New Directions for Teaching and Learning 47: 13 – 25. | en_US |
dc.identifier.citedreference | Way, Taylor D., and K.T. Brinko. 1989. Using video recall for improving professional competency in instructional consultation. To Improve the Academy 8: 141 – 56. | en_US |
dc.identifier.citedreference | Weimer, M. 1990. Improving college teaching. San Francisco, CA: Jossey‐Bass. | en_US |
dc.identifier.citedreference | Weston, C., and L. McAlpine. 1999. Toward an integrated approach to instructional consultation. New Directions for Teaching and Learning 79: 85 – 95. | en_US |
dc.identifier.citedreference | Wilson, R.C. 1986. Improving faculty teaching: Effective use of student evaluations and consultants. Journal of Higher Education 57: 196 – 211. | en_US |
dc.identifier.citedreference | Aleamoni, L.M. 1999. Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education 13 ( 2 ): 153 – 66. | en_US |
dc.identifier.citedreference | Black, B. 1998. Using the method for a variety of purposes. In To improve the academy: Resources for faculty, instructional, and organizational development, ed. M. Kaplan, 245 – 262. Stillwater, OK: New Forums Press. | en_US |
dc.identifier.citedreference | Blackburn, R., and J. Lawrence. 1995. Faculty at work: Motivation, expectation, satisfaction. Baltimore, MD: The Johns Hopkins University Press. | en_US |
dc.identifier.citedreference | Brinko, K.T. 1990. Instructional consultation with feedback in higher education. The Journal of Higher Education 61 ( 1 ): 65 – 83. | en_US |
dc.identifier.citedreference | Brinko, K.T. 1993. The practice of giving feedback to improve teaching: What is effective The Journal of Higher Education 64 ( 5 ): 574 – 93. | en_US |
dc.identifier.citedreference | Brinko, K.T., and R.J. Menges, ed. 1997. Practically speaking—A sourcebook for instructional consultants in higher education. Stillwater, OK: New Forums Press. | en_US |
dc.identifier.citedreference | Cashin, W.E. 1990. Students do rate different academic fields differently. New Directions for Teaching and Learning 43: 113 – 22. | en_US |
dc.identifier.citedreference | Cashin, W.E. 1995. Student ratings of teaching: The research revisited. Idea Paper No. 32. Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development. | en_US |
dc.identifier.citedreference | Cashin, W.E., and B.M. Perrin. 1983. Do college teachers who voluntarily have courses evaluated receive higher student ratings Journal of Educational Psychology 75 ( 4 ): 595 – 602. | en_US |
dc.identifier.citedreference | Center for Research on Learning and Teaching. 2008. Summary of CRLT Services for 2007–2008. http:www.crlt.umich.eduaboutcrltservicessummary0708.php (last accessed September 2008). | en_US |
dc.identifier.citedreference | Center for Research on Learning and Teaching North. 2008. Overview of CRLT North http:www.engin.umich.eduteachingcrltnorth (last accessed September 2008). | en_US |
dc.identifier.citedreference | Chickering, A.W., and Z.F. Gamson. 1987. Seven principles for good practice in undergraduate education. AAHE Bulletin 39 ( 8 ): 3 – 7. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.