Book Cover
E-book
Author Primary Research Group Staff

Title Survey of College Efforts to Improve Teaching Effectiveness
Published Primary Research Group Inc., 2016

Copies

Description 1 online resource
Contents Machine generated contents note: Annual Budget 2013-2014 of the Teaching Effectiveness Office -- Annual Budget 2014-2015 of the Teaching Effectiveness Office -- Annual Budget 2015-2016 of the Teaching Effectiveness Office -- Full Time Equivalent Staff 2013-2014 of the Teaching Effectiveness Office -- Full Time Equivalent Staff 2014-2015 of the Teaching Effectiveness Office -- Full Time Equivalent Staff 2015-2016 of the Teaching Effectiveness Office -- FTE Positions for Graduate or Undergraduate Students of the Teaching Effectiveness Office -- Break Down of Personnel of the Teaching Effectiveness Office -- Awards for Effective Teaching -- Funds Disbursed for Teaching Excellence Awards -- Grant Funding from the Teaching Center to Departments or Instructors -- Outside Grant Funding for the Center of Teaching Excellence -- Staff Time Spent Working with Teaching Assistants -- Staff Time Spent Working with Full Time Faculty -- Staff Time Spent Working with Adjuncts
Note continued: Staff Time Spent Working with Distance or Blended Learning Instructors -- Staff Time Spent Working with Postdocs -- Staff Time Spent Working with Instructors Born Abroad -- Staff Time Spent Working with Individual Faculty Members -- Faculties that Use Teaching Support the Most -- Faculties Using Teaching Support the Least -- Popularity of Instruction in Use of Lecture Capture -- Popularity of Instruction in Use of Classroom "Clickers" -- Popularity of Instruction in Use of Course Management Systems -- Popularity of Instruction in Teaching Large Lecture Classes -- Popularity of Instruction in Use of Group Assignments -- Popularity of Instruction in Developing Curriculum -- Popularity of Instruction in Use of Audio-Visual Resources -- Popularity of Instruction in Use of Specialized Classrooms with Advanced Information Technology -- Popularity of Instruction in Use of Course Reserves Systems
Note continued: Popularity of Instruction in Use of Free or Low Cost Educational Materials -- Popularity of Instruction in Use of Using the Library Effectively -- Popularity of Instruction in Use of Quizzes for Immediate Assessment -- Popularity of Instruction in Use of Distance Learning -- Popularity of Instruction in Use of Flipped Classroom Strategies -- Popularity of Instruction in Use of Grading Schema -- Popularity of Instruction in Syllabus Development -- Popularity of Instruction in Use of New or Emerging Instructional Technologies -- Popularity of Instruction in Managing Disabilities in the Classroom -- Teaching Skills Issues to Be Addressed -- Most Effective Classes or Tutorials -- Level of Cooperation from the Academic Library -- Level of Cooperation from the Department of Information Technology -- Level of Cooperation from the Department of Media Services -- Level of Cooperation from Academic Advising -- Level of Cooperation from the Tutoring Center
Note continued: Level of Cooperation from the College President's Office -- Level of Cooperation from the Dean of Academic Affairs -- Office for International Students -- Assessment Questionnaire Policy -- Impact of Assessment Questionnaires -- Percentage of Faculty Evaluations that are Completed -- Evaluation Ratings Adjusted For Biases -- Role of Taped Lectures in Faculty Evaluation -- Use of Software of Web-Based Faculty Evaluation Systems -- Use of Home-Grown or Commercial Systems to Evaluate Faculty -- Spending on Consultants and Services -- When Assessment Efforts Revealed Deficiencies -- Has the College Been Sued Over Faculty Evaluations? -- Colleges with Effective Instructor Training and Evaluation Programs -- Ideas for Improving Teaching Effectiveness -- Table 1 What is the annual budget of the teaching effectiveness office, including salaries in each of the following years?
Note continued: Table 1.1.1 What is the annual budget of the teaching effectiveness office, including salaries in 2013-14? (in US $) -- Table 1.1.2 What is the annual budget of the teaching effectiveness office, including salaries in 2013-14? (in US $) Broken out by Carnegie class or type of college -- Table 1.1.3 What is the annual budget of the teaching effectiveness office, including salaries in 2013-14? (in US $) Broken out by Public and private status -- Table 1.1.4 What is the annual budget of the teaching effectiveness office, including salaries in 2013-14? (in US $) Broken out by Enrollment -- Table 1.1.5 What is the annual budget of the teaching effectiveness office, including salaries in 2013-14? (in US $) Broken out by Annual Tuition, $ -- Table 1.2.1 What is the annual budget of the teaching effectiveness office, including salaries in 2014-15? (in US $)
Note continued: Table 1.2.2 What is the annual budget of the teaching effectiveness office, including salaries in 2014-15? (in US $) Broken out by Carnegie class or type of college -- Table 1.2.3 What is the annual budget of the teaching effectiveness office, including salaries in 2014-15? (in US $) Broken out by Public and private status -- Table 1.2.4 What is the annual budget of the teaching effectiveness office, including salaries in 2014-15? (in US $) Broken out by Enrollment -- Table 1.2.5 What is the annual budget of the teaching effectiveness office, including salaries in 2014-15? (in US $) Broken out by Annual Tuition, $ -- Table 1.3.1 What is the annual budget of the teaching effectiveness office, including salaries in 2015-16? (in US $) -- Table 1.3.2 What is the annual budget of the teaching effectiveness office, including salaries in 2015-16? (in US $) Broken out by Carnegie class or type of college
Note continued: Table 1.3.3 What is the annual budget of the teaching effectiveness office, including salaries in 2015-16? (in US $) Broken out by Public and private status -- Table 1.3.4 What is the annual budget of the teaching effectiveness office, including salaries in 2015-16? (in US $) Broken out by Enrollment -- Table 1.3.5 What is the annual budget of the teaching effectiveness office, including salaries in 2015-16? (in US $) Broken out by Annual Tuition, $ -- Table 2 What is the full time equivalent staff of your center for teaching effectiveness in each of the following years? -- Table 2.1.1 What is the full time equivalent staff of your center for teaching effectiveness in 2013-14? -- Table 2.1.2 What is the full time equivalent staff of your center for teaching effectiveness in 2013-14? Broken out by Carnegie class or type of college
Note continued: Table 2.1.3 What is the full time equivalent staff of your center for teaching effectiveness in 2013-14? Broken out by Public and private status -- Table 2.1.4 What is the full time equivalent staff of your center for teaching effectiveness in 2013-14? Broken out by Enrollment -- Table 2.1.5 What is the full time equivalent staff of your center for teaching effectiveness in 2013-14? Broken out by Annual Tuition, $ -- Table 2.2.1 What is the full time equivalent staff of your center for teaching effectiveness in 2014-15? -- Table 2.2.2 What is the full time equivalent staff of your center for teaching effectiveness in 2014-15? Broken out by Carnegie class or type of college -- Table 2.2.3 What is the full time equivalent staff of your center for teaching effectiveness in 2014-15? Broken out by Public and private status -- Table 2.2.4 What is the full time equivalent staff of your center for teaching effectiveness in 2014-15? Broken out by Enrollment
Note continued: Table 2.2.5 What is the full time equivalent staff of your center for teaching effectiveness in 2014-15? Broken out by Annual Tuition, $ -- Table 2.3.1 What is the full time equivalent staff of your center for teaching effectiveness in 2015-16? -- Table 2.3.2 What is the full time equivalent staff of your center for teaching effectiveness in 2015-16? Broken out by Carnegie class or type of college -- Table 2.3.3 What is the full time equivalent staff of your center for teaching effectiveness in 2015-16? Broken out by Public and private status -- Table 2.3.4 What is the full time equivalent staff of your center for teaching effectiveness in 2015-16? Broken out by Enrollment -- Table 2.3.5 What is the full time equivalent staff of your center for teaching effectiveness in 2015-16? Broken out by Annual Tuition, $ -- Table 3.1 How many of the fte positions are for undergraduate or graduate students?
Note continued: Table 3.2 How many of the fte positions are for undergraduate or graduate students? Broken out by Carnegie class or type of college -- Table 3.3 How many of the fte positions are for undergraduate or graduate students? Broken out by Public and private status -- Table 3.4 How many of the fte positions are for undergraduate or graduate students? Broken out by Enrollment -- Table 3.5 How many of the fte positions are for undergraduate or graduate students? Broken out by Annual Tuition, $ -- Table 4.1 Does the center gives awards for effective teaching? -- Table 4.2 Does the center gives awards for effective teaching? Broken out by Carnegie class or type of college -- Table 4.3 Does the center gives awards for effective teaching? Broken out by Public and private status -- Table 4.4 Does the center gives awards for effective teaching? Broken out by Enrollment -- Table 4.5 Does the center gives awards for effective teaching? Broken out by Annual Tuition, $
Note continued: Table 5 What was the total amount of funds disbursed by the center in each of the following ways in the past year? Put in "0" if the answer is none. -- Table 5.1.1 What was the total amount of funds disbursed by the center in awards for excellence in the past year? Put in "0" if the answer is none. (in $) -- Table 5.1.2 What was the total amount of funds disbursed by the center in awards for excellence in the past year? Put in "0" if the answer is none. Broken out by Carnegie class or type of college (in $) -- Table 5.1.3 What was the total amount of funds disbursed by the center in awards for excellence in the past year? Put in "0" if the answer is none. Broken out by Public and private status (in $) -- Table 5.1.4 What was the total amount of funds disbursed by the center in awards for excellence in the past year? Put in "0" if the answer is none. Broken out by Enrollment (in $)
Note continued: Table 5.1.5 What was the total amount of funds disbursed by the center in awards for excellence in the past year? Put in "0" if the answer is none. Broken out by Annual Tuition, $ -- Table 5.2.1 What was the total amount of funds disbursed by the center in grants to instructors, departments, etc. in the past year? Put in "0" if the answer is none. (in $) -- Table 5.2.2 What was the total amount of funds disbursed by the center in grants to instructors, departments, etc. in the past year? Put in "0" if the answer is none. Broken out by Carnegie class or type of college (in $) -- Table 5.2.3 What was the total amount of funds disbursed by the center in grants to instructors, departments, etc. in the past year? Put in "0" if the answer is none. Broken out by Public and private status (in $)
Note continued: Table 5.2.4 What was the total amount of funds disbursed by the center in grants to instructors, departments, etc. in the past year? Put in "0" if the answer is none. Broken out by Enrollment (in $) -- Table 5.2.5 What was the total amount of funds disbursed by the center in grants to instructors, departments, etc. in the past year? Put in "0" if the answer is none. Broken out by Annual Tuition, $ -- If the center itself has been a recipient of grants, awards or endowments over the past three years please describe these funding sources, the volume of funding and what was done with the funding. -- Table 6 About what percentage of total staff time would you say is devoted to working with each of the following? The categories are not mutually exclusive and do not have to add up to 100%
Note continued: Table 6.1.1 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. -- Table 6.1.2 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Carnegie class or type of college -- Table 6.1.3 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Public and private status -- Table 6.1.4 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Enrollment
Note continued: Table 6.1.5 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Annual Tuition, $ -- Table 6.2.1 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. -- Table 6.2.2 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Carnegie class or type of college -- Table 6.2.3 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Public and private status
Note continued: Table 6.2.4 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Enrollment -- Table 6.2.5 About what percentage of total staff time would you say is devoted to working with teaching assistants? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Annual Tuition, $ -- Table 6.3.1 About what percentage of total staff time would you say is devoted to working with adjuncts? The categories are not mutually exclusive and do not have to add up to 100%. -- Table 6.3.2 About what percentage of total staff time would you say is devoted to working with adjuncts? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Carnegie class or type of college
Note continued: Table 6.3.3 About what percentage of total staff time would you say is devoted to working with adjuncts? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Public and private status -- Table 6.3.4 About what percentage of total staff time would you say is devoted to working with adjuncts? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Enrollment -- Table 6.3.5 About what percentage of total staff time would you say is devoted to working with adjuncts? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Annual Tuition, $ -- Table 6.4.1 About what percentage of total staff time would you say is devoted to working with distance or blended learning instructors? The categories are not mutually exclusive and do not have to add up to 100%
Note continued: Table 6.4.2 About what percentage of total staff time would you say is devoted to working with distance or blended learning instructors? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Carnegie class or type of college -- Table 6.4.3 About what percentage of total staff time would you say is devoted to working with distance or blended learning instructors? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Public and private status -- Table 6.4.4 About what percentage of total staff time would you say is devoted to working with distance or blended learning instructors? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Enrollment
Note continued: Table 6.4.5 About what percentage of total staff time would you say is devoted to working with distance or blended learning instructors? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Annual Tuition, $ -- Table 6.5.1 About what percentage of total staff time would you say is devoted to working with postdocs? The categories are not mutually exclusive and do not have to add up to 100%. -- Table 6.5.2 About what percentage of total staff time would you say is devoted to working with postdocs? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Carnegie class or type of college -- Table 6.5.3 About what percentage of total staff time would you say is devoted to working with postdocs? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Public and private status
Note continued: Table 6.5.4 About what percentage of total staff time would you say is devoted to working with postdocs? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Enrollment -- Table 6.5.5 About what percentage of total staff time would you say is devoted to working with postdocs? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Annual Tuition, $ -- Table 6.6.1 About what percentage of total staff time would you say is devoted to working with instructors born abroad? The categories are not mutually exclusive and do not have to add up to 100% -- Table 6.6.2 About what percentage of total staff time would you say is devoted to working with instructors born abroad? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Carnegie class or type of college
Note continued: Table 6.6.3 About what percentage of total staff time would you say is devoted to working with instructors born abroad? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Public and private status -- Table 6.6.4 About what percentage of total staff time would you say is devoted to working with instructors born abroad? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Enrollment -- Table 6.6.5 About what percentage of total staff time would you say is devoted to working with instructors born abroad? The categories are not mutually exclusive and do not have to add up to 100%. Broken out by Annual Tuition, $ -- Table 7.1 About what percentage of staff time would you say is accounted for by consultations with or specialized personal programs for individual faculty members? (as opposed to time teaching workshops, or working with groups in other ways)
Note continued: Table 7.2 About what percentage of staff time would you say is accounted for by consultations with or specialized personal programs for individual faculty members? (as opposed to time teaching workshops, or working with groups in other ways) Broken out by Carnegie class or type of college -- Table 7.3 About what percentage of staff time would you say is accounted for by consultations with or specialized personal programs for individual faculty members? (as opposed to time teaching workshops, or working with groups in other ways) Broken out by Public and private status -- Table 7.4 About what percentage of staff time would you say is accounted for by consultations with or specialized personal programs for individual faculty members? (as opposed to time teaching workshops, or working with groups in other ways) Broken out by Enrollment
Note continued: Table 7.5 About what percentage of staff time would you say is accounted for by consultations with or specialized personal programs for individual faculty members? (as opposed to time teaching workshops, or working with groups in other ways) Broken out by Annual Tuition, $ -- Table 8 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in each of the following areas. -- Table 8.1.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in lecture capture -- Table 8.1.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in lecture capture Broken out by Carnegie class or type of college -- Table 8.1.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in lecture capture Broken out by Public and private status
Note continued: Table 8.1.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in lecture capture Broken out by Enrollment -- Table 8.1.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in lecture capture Broken out by Annual Tuition, $ -- Table 8.2.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of classroom "clickers" or personal response systems -- Table 8.2.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of classroom "clickers" or personal response systems Broken out by Carnegie class or type of college -- Table 8.2.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of classroom "clickers" or personal response systems Broken out by Public and private status
Note continued: Table 8.2.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of classroom "clickers" or personal response systems Broken out by Enrollment -- Table 8.2.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of classroom "clickers" or personal response systems Broken out by Annual Tuition, $ -- Table 8.3.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course management systems (such as blackboard) -- Table 8.3.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course management systems (such as blackboard) Broken out by Carnegie class or type of college
Note continued: Table 8.3.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course management systems (such as blackboard) Broken out by Public and private status -- Table 8.3.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course management systems (such as blackboard) Broken out by Enrollment -- Table 8.3.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course management systems (such as blackboard) Broken out by Annual Tuition, $ -- Table 8.4.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in teaching large lecture classes -- Table 8.4.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in teaching large lecture classes Broken out by Carnegie class or type of college
Note continued: Table 8.4.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in teaching large lecture classes Broken out by Public and private status -- Table 8.4.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in teaching large lecture classes Broken out by Enrollment -- Table 8.4.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in teaching large lecture classes Broken out by Annual Tuition, $ -- Table 8.5.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in assigning and managing group assignments -- Table 8.5.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in assigning and managing group assignments Broken out by Carnegie class or type of college
Note continued: Table 8.5.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in assigning and managing group assignments Broken out by Public and private status -- Table 8.5.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in assigning and managing group assignments Broken out by Enrollment -- Table 8.5.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in assigning and managing group assignments Broken out by Annual Tuition, $ -- Table 8.6.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in developing curriculum -- Table 8.6.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in developing curriculum Broken out by Carnegie class or type of college
Note continued: Table 8.6.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in developing curriculum Broken out by Public and private status -- Table 8.6.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in developing curriculum Broken out by Enrollment -- Table 8.6.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in developing curriculum Broken out by Annual Tuition, $ -- Table 8.7.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of audio-visual resources in the classroom -- Table 8.7.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of audio-visual resources in the classroom Broken out by Carnegie class or type of college
Note continued: Table 8.7.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of audio-visual resources in the classroom Broken out by Public and private status -- Table 8.7.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of audio-visual resources in the classroom Broken out by Enrollment -- Table 8.7.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of audio-visual resources in the classroom Broken out by Annual Tuition, $ -- Table 8.8.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of specialized classrooms with advanced information technology
Note continued: Table 8.8.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of specialized classrooms with advanced information technology Broken out by Carnegie class or type of college -- Table 8.8.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of specialized classrooms with advanced information technology Broken out by Public and private status -- Table 8.8.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of specialized classrooms with advanced information technology Broken out by Enrollment -- Table 8.8.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of specialized classrooms with advanced information technology Broken out by Annual Tuition, $
Note continued: Table 8.9.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course reserves systems -- Table 8.9.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course reserves systems Broken out by Carnegie class or type of college -- Table 8.9.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course reserves systems Broken out by Public and private status -- Table 8.9.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course reserves systems Broken out by Enrollment -- Table 8.9.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of course reserves systems Broken out by Annual Tuition, $
Note continued: Table 8.10.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of open access textbooks and other free or low cost educational materials -- Table 8.10.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of open access textbooks and other free or low cost educational materials Broken out by Carnegie class or type of college -- Table 8.10.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of open access textbooks and other free or low cost educational materials Broken out by Public and private status -- Table 8.10.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of open access textbooks and other free or low cost educational materials Broken out by Enrollment
Note continued: Table 8.10.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of open access textbooks and other free or low cost educational materials Broken out by Annual Tuition, $ -- Table 8.11.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in using the library effectively in teaching -- Table 8.11.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in using the library effectively in teaching Broken out by Carnegie class or type of college -- Table 8.11.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in using the library effectively in teaching Broken out by Public and private status
Note continued: Table 8.11.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in using the library effectively in teaching Broken out by Enrollment -- Table 8.11.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in using the library effectively in teaching Broken out by Annual Tuition, $ -- Table 8.12.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of short quizzes for immediate assessment in class -- Table 8.12.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of short quizzes for immediate assessment in class Broken out by Carnegie class or type of college
Note continued: Table 8.12.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of short quizzes for immediate assessment in class Broken out by Public and private status -- Table 8.12.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of short quizzes for immediate assessment in class Broken out by Enrollment -- Table 8.12.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in use of short quizzes for immediate assessment in class Broken out by Annual Tuition, $ -- Table 8.13.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in distance learning -- Table 8.13.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in distance learning Broken out by Carnegie class or type of college
Note continued: Table 8.13.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in distance learning Broken out by Public and private status -- Table 8.13.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in distance learning Broken out by Enrollment -- Table 8.13.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in distance learning Broken out by Annual Tuition, $ -- Table 8.14.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in flipped classroom strategies -- Table 8.14.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in flipped classroom strategies Broken out by Carnegie class or type of college
Note continued: Table 8.14.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in flipped classroom strategies Broken out by Public and private status -- Table 8.14.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in flipped classroom strategies Broken out by Enrollment -- Table 8.14.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in flipped classroom strategies Broken out by Annual Tuition, $ -- Table 8.15.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in grading -- Table 8.15.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in grading Broken out by Carnegie class or type of college
Note continued: Table 8.15.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in grading Broken out by Public and private status -- Table 8.15.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in grading Broken out by Enrollment -- Table 8.15.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in grading Broken out by Annual Tuition, $ -- Table 8.16.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in syllabus development -- Table 8.16.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in syllabus development Broken out by Carnegie class or type of college -- Table 8.16.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in syllabus development Broken out by Public and private status
Note continued: Table 8.16.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in syllabus development Broken out by Enrollment -- Table 8.16.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in syllabus development Broken out by Annual Tuition, $ -- Table 8.17.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in new or emerging instructional technologies -- Table 8.17.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in new or emerging instructional technologies Broken out by Carnegie class or type of college -- Table 8.17.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in new or emerging instructional technologies Broken out by Public and private status
Note continued: Table 8.17.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in new or emerging instructional technologies Broken out by Enrollment -- Table 8.17.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in new or emerging instructional technologies Broken out by Annual Tuition, $ -- Table 8.18.1 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in managing disabilities in the classroom -- Table 8.18.2 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in managing disabilities in the classroom Broken out by Carnegie class or type of college -- Table 8.18.3 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in managing disabilities in the classroom Broken out by Public and private status
Note continued: Table 8.18.4 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in managing disabilities in the classroom Broken out by Enrollment -- Table 8.18.5 Rate the popularity of courses, workshops, talks, consultations and other instruction to faculty in managing disabilities in the classroom Broken out by Annual Tuition, $ -- Table 9 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from each of the following: -- Table 9.1.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic library -- Table 9.1.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic library Broken out by Carnegie class or type of college
Note continued: Table 9.1.3 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic library Broken out by Public and private status -- Table 9.1.4 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic library Broken out by Enrollment -- Table 9.1.5 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic library Broken out by Annual Tuition, $ -- Table 9.2.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from information technology -- Table 9.2.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from information technology Broken out by Carnegie class or type of college
Note continued: Table 9.2.3 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from information technology Broken out by Public and private status -- Table 9.2.4 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from information technology Broken out by Enrollment -- Table 9.2.5 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from information technology Broken out by Annual Tuition, $ -- Table 9.3.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from media services -- Table 9.3.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from media services Broken out by Carnegie class or type of college
Note continued: Table 9.3.3 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from media services Broken out by Public and private status -- Table 9.3.4 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from media services Broken out by Enrollment -- Table 9.3.5 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from media services Broken out by Annual Tuition, $ -- Table 9.4.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic advising -- Table 9.4.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic advising Broken out by Carnegie class or type of college
Note continued: Table 9.4.3 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic advising Broken out by Public and private status -- Table 9.4.4 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic advising Broken out by Enrollment -- Table 9.4.5 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from academic advising Broken out by Annual Tuition, $ -- Table 9.5.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from tutoring center -- Table 9.5.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from tutoring center Broken out by Carnegie class or type of college
Note continued: Table 9.5.3 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from tutoring center Broken out by Public and private status -- Table 9.5.4 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from tutoring center Broken out by Enrollment -- Table 9.5.5 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from tutoring center Broken out by Annual Tuition, $ -- Table 9.6.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from college president's office -- Table 9.6.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from college president's office Broken out by Carnegie class or type of college
Note continued: Table 9.6.3 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from college president's office Broken out by Public and private status -- Table 9.6.4 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from college president's office Broken out by Enrollment -- Table 9.6.5 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from college president's office Broken out by Annual Tuition, $ -- Table 9.7.1 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from dean of academic affairs -- Table 9.7.2 Rate the quality of the cooperation that the center for teaching effectiveness or excellence gets from dean of academic affairs Broken out by Carnegie class or type of college
Summary Of main findings -- Introductory information -- The questionnaire -- Participants list
The study presents data and commentary from 24 academic institutions from their centers of teaching effectiveness or other institutional centers to enhance the quality of instruction. The 150+ page report gives highly detailed data about budgets, personnel, technology, and strategy in improving overall educational effectiveness, especially the quality of instruction. Among the many additional issues covered: levels of cooperation from various college departments with centers of teaching effectiveness, the popularity of instructing college teachers in many aspects of teaching including: use of distance learning and blended learning, use of new and emerging technologies, use of classroom response systems and course management systems, dealing with disabilities in the classroom, grading strategies, and much much more. The study also looks at time and workload management for offices of teaching effectiveness, defining how much staff time they spend with adjuncts, postdocs, tenured and untenured faculty, and exploring which subject areas do offices of teaching effectiveness focus on. Additional areas covered include: grants and funding for teaching effectiveness efforts, the use of awards for excellence in teaching, the role of student evaluations, legal issues in teacher evaluation and new ideas for instructor assessment and development
Notes Print version record
Subject College teaching -- United States -- Evaluation -- Statistics
EDUCATION -- Higher.
College teaching -- Evaluation
United States
Genre/Form Statistics
Form Electronic book
ISBN 1574403796
9781574403794
9781574400311
1574400312