How Can I Use Student Feedback to Improve My Teaching?
Student evaluations can affect promotions, tenure decisions, and departmental dynamics. This program will show you how you can employ student feedback to hone your teaching, improve student learning, and create a more positive classroom environment.
Student Feedback - How Can It Help Me?
You never know what they are going to say.
Near the end of every term, students have the opportunity to turn the tables and assess you, their instructors.
Student evaluations can affect promotions, tenure decisions, and departmental dynamics.
That is why student evaluations are so nerve-wracking for so many instructors and so meaningless to others who all but ignore what they consider an arbitrary and irrelevant exercise.
Student evaluations don’t have to play out in either of those ways, and you have the power to make sure they don’t.
If you are ready to elicit more meaningful feedback that generates better insights, you won’t want to miss How Can I Use Student Feedback to Improve My Teaching?
This Magna 20-Minute Mentor will show you how you can employ student feedback to hone your teaching, improve student learning, and create a more positive classroom environment.
When you view student evaluations as a source of insight into the quality of your teaching, you can start using that feedback to your advantage.
This program will help you identify and focus on the information and efforts that matter most to you and your administration.
Plus, you will learn what you can do to elicit better responses from your students so you get the kind of relevant information you need.
Product Code: PM14RA
This is a practical, hard-working 20-minute program designed to help you understand and apply the information gleaned from student evaluations to improve your teaching.
You will learn to identify the pros and cons of various forms of student feedback.
You will discover what student feedback can do—and what it can’t—to help you become a better instructor.
You will see how using layered evaluations—not just a single institutional evaluation—leads to better insights.
And you will learn which evaluation questions are most important to your institution so you can focus your efforts on making improvements that matter.
How Can I Use Student Feedback to Improve My Teaching? presents real strategies—not just theoretical ideas—that have worked at other institutions and that can work for you.
When you are finished with this program, you will:
- Realize that student evaluations are one of many informative feedback tools
- Understand the subjective and sometimes reactionary nature of student feedback (and put it in its proper perspective)
- Recognize common fallacies surrounding student evaluations
- Know how to increase both the quantity and quality of student feedback (so you get the kind and amount of feedback you want)
- Be able to evaluate the student feedback you receive
- Know how to use student feedback to create a plan for increased student learning and enjoyment
How Can I Use Student Feedback to Improve My Teaching? Ultimately, student feedback exists to make you a better teacher.
That means it is full of opportunity that you can tap to improve your teaching and advance your career.
Kenneth L. Alford is a professor of church history and doctrine at Brigham Young University.
After serving almost 30 years on active duty in the United States Army, he retired as a Colonel in 2008. While on active military duty, Ken served in numerous assignments, including the Pentagon, eight years teaching computer science at the United States Military Academy at West Point, and four years as a department chair and professor teaching strategic leadership at the National Defense University in Washington, D.C. He has published and presented on a wide variety of topics during his career. His current research efforts focus on student learning and military service during times of conflict.
Ken and his wife, Sherilee, have four children and thirteen grandchildren.
Tyler Griffin, Ph.D., is an assistant professor at Brigham Young University.
With degrees in Electrical Engineering and Instructional Technology, combined with 18 years of professional teaching experience, Tyler has three major focal points in his work: (1) Best practices for teaching & learning (2) Best uses of technology to increase the scope and scale of learning, and (3) best practices for teacher development/inservice. He teaches over 1,000 students per semester and loves how technology can help to "shrink" large classrooms.
He has also developed two major online training programs that have since grown into robust online learning communities of teachers and students.
He is also actively involved in designing and developing 3-D immersive learning environments for his students.
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