The performance of a student evaluation of teaching system

Student evaluation of teaching (SET) is now commonplace in many universities internationally. While much effort has been devoted to examining the statistical validity of SET instruments, there has been limited examination of the methodological and consequential validity (together referred to as ‘utility’) of the ways in which SET data are used. This paper examines the SET system at Deakin University from the perspective of utility. It draws on publicly available SET results for an entire annual cycle of unit offerings. Consideration is given to the representativeness of the data produced, and to the utility of the data reported, by the system. While this investigation focuses on the SET system currently employed at Deakin University, it offers both an analysis methodology and conclusions that can be applied more generally.

Updating RIGs : including the systematic influence of online study on student evaluation of teaching

Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system.

Effective integration of teaching and research in a first year food and nutrition course

Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students’ found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students’ found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students’ participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge.

Challenging the traditional sequence of teaching introductory calculus

Despite considerable research with students of calculus, rate, and hence derivative, remain difficult concepts to teach and learn. The demonstrated lack of conceptual understanding of introductory calculus limits its usefulness in related areas. Since rate is such a troublesome concept, this study piloted reversing the usual presentation of introductory calculus to begin with area and integration, rather than rate and derivative. Two classes of first-year university students taking introductory calculus were selected to pilot the effect of changing the sequence; one class was a control group and the other class followed the reversed sequence. Advances in technology, especially computer algebra systems (CASs) may facilitate new ways of studying mathematics. In this study, handheld CASs were used to support students’ thinking as they grappled with the concepts of introductory calculus. The use of CASs enabled consideration of symbolic patterns and numerical integration leading to a deeper conceptual understanding of integration. The easy access to the multiple representations of functions provided by CASs facilitated an exploration of rate where each representation highlighted different aspects of rate resulting in deeper conceptual understanding of differentiation.

Self-conscious emotion: how two teachers explore the emotional work of teaching

Teachers are constantly involved in emotional management. This chapter focuses on two second year teachers and the self-conscious emotional work of teaching. Both teachers were working in a prep ( 5-year-olds) class. The teachers engaged in The Participatory Inquiry Program (PIP), which is framed by active and critical reflections on classroom practices. The teachers collaborated with each other, firstly filming the other's practice, and then acting as a critical peer when reviewing the other's film. Teachers also examined internal feelings and thought processes that influenced their actions. The teachers concluded their participation in PIP by narrating their experience and learning. These narratives were then analysed by focusing on how they became cognisant of emotion and emotion regulation that enhances practice and learning outcomes. Emotion work for these two teachers revolved around three key themes: the emotion work with regard to colleagues; the emotional work that arises in relation to students (feelings of love; annoyance, anger), and emotion and self-awareness.

Approaches to improving teaching

This paper discusses a few issues related to teaching improvement that are commonly found in tertiary education, such as curriculum development, student engagement, and ethical considerations. Scholars re- search on resolving these issues are investigated. Corresponding approaches to improving teaching of a year one information technology unit are proposed and experience is shared. The importance of teaching scholarship is also emphasized at the end of this paper.

Building academic resilience: A longitudinal study of Master of Teaching students’ perceptions of written feedback on high stakes assessment

This paper reports on a two-year study of tertiary education students’ perceptions of written feedback on assessment. Contextualised in a regional Australian university and drawing on a cohort of Master of Teaching pre-service teachers, a survey approach was used to collect data from participants in both years of their graduate-level entry program. The paper contributes to the emerging body of literature on students’ perceptions of written feedback on assessment by discussing four themes that emerged from the study. It concludes with a number of recommendations for teacher educators to enhance current feedback practices.

Complexities of teaching — features of teacher education programs and professional learning practices to support their development

This publication is the editorial for Vol 15.2 of MTED which summarises and synthesises the articles published in the issue. The extent to which those whose learning is the focus controlled the learning situations in which they participated is the key concept discussed and the factors contributing to the extent of control are elucidated.