evaluation of individual faculty, 18-19, 100-107

into human cognition and learning, 111

recommendations from, 4-8, 115-127

Appropriateness of assessment practices, 30, 103-104

assessing learning in ways consistent with the objectives of a course, 30

data sources and forms of evaluation for evaluating proficiency in, 104

determining students’ knowledge accurately and fairly, 30

knowing whether students are learning what is being taught, 30

for testing student learning of specified knowledge, 73

Assessment Forum: Nine Principles of Good Practice for Assessing Student Learning,32-35

Assessment of Student Achievement in Undergraduate Education, 48

Assessment of student learning, 112.

See also Appropriateness of assessment practices

consistent with the objectives of a course, 30

more than grades, 72

nature and quality of, 25

using results to provide formative feedback to individual students, 73

Assignments

appropriateness of, 93

Assistance

to students with academic difficulties, 29

B

Bias

in undergraduate student evaluations, 58-60

Boyer Commission on Educating

Undergraduates in the Research

University, 40-41, 110

Brigham Young University, 64n

C

Campus-wide centers for teaching and learning

providing opportunities for ongoing professional development, 5-6, 122-123

Career planning, 113

Carnegie Academy for the Scholarship of Teaching and Learning, 86

Carnegie Foundation for the Advancement of Teaching, 47, 77, 86, 123, 145, 147-150

Carnegie Mellon University Eberly Center for Teaching Excellence

Teaching Improvement Form—Discussion Courses, 160-162

Teaching Improvement Form—Laboratory Courses, 157-159

Teaching Improvement Form—Lecture Courses, 153-156

Centers for Learning and Teaching program, 127n

Centers for teaching and learning

providing opportunities for ongoing professional development, 5-6, 122-123

Change, 12-15

in the appearance of higher education facilities, 25

calls for accountability from outside of academe, 12

calls for accountability from within academe, 12-13

challenges of, 14-15

in evaluation and documentation of teaching, 25

Classroom observation

data for evaluating teaching quality and effectiveness from, 63-64

Colleagues. See also Formative evaluation by faculty colleagues

data for evaluating teaching quality and effectiveness from, 61-63

evaluation questionnaires, 95-96

evidence about student learning from, 3

College Student Report 2001, The

Carnegie Foundation for the Advancement of Teaching, 147-150

Pew Forum on Undergraduate Education, 147-150

Cooperation

interdepartmental, in improving undergraduate STEM education, 114

Council for the Advancement and Support of Education, 47

Course characteristics

considering in interpretations, 142

Course, Curriculum, and Laboratory Improvement program, 54n



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