A Strategic, Integrative, Goal-Driven Approach to Teaching Evaluation

Evaluating teaching can be an anxiety-inducing endeavor for both the instructor and the evaluator. The problem: “There’s not a lot of general agreement on what constitutes effective teaching evaluations,” says Mark Smith, chair of the English department at Valdosta State University. Smith was dissatisfied with the way his department evaluated its faculty members’ teaching, and over time he has developed a model that reduces some of the common shortcomings of teaching evaluations.

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