An examination of teaching award support letters: what they reveal about how students and faculty perceive teaching excellence created by Kathy L. Jackson, Chas Brua, Crystal M. Ramsay, Larkin Hood, Suzanne Weinstein and Richard Scruggs

By:

Jackson, Kathy L [author]

Contributor(s):

Material type: Text

TextSeries: Journal on excellence in college teaching ; Volume 26, number 3 ,Canada: Miami University, 2016Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

1052-4800

Subject(s):

Teacher effectiveness -- Awards -- Letters (Correspondence)

LOC classification:

LB1778 JOU

Abstract: The term "teaching excellence" is frequently used but difficult to define. In an effort to expand upon previous work to define teaching excellence, the authors analyzed 93 teaching award nomination letters of students and peer faculty from a large, land-grant university in the Mid-Atlantic United States. Content analysis identified 25 codes that were used to compare the student and faculty letters in terms of code frequency. The codes were then applied to the university's student ratings instrument to compare the alignment between commonly used questions on the instrument and the spontaneously generated codes from the student and faculty letters. Results showed that students and faculty frequently use the same criteria to evaluate excellent teaching.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1778 JOU (Browse shelf(Opens below))	Vol. 27, no.3 (pages3-33)	Not for loan	For in house use only

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The term "teaching excellence" is frequently used but difficult to define. In an effort to expand upon previous work to define teaching excellence, the authors analyzed 93 teaching award nomination letters of students and peer faculty from a large, land-grant university in the Mid-Atlantic United States. Content analysis identified 25 codes that were used to compare the student and faculty letters in terms of code frequency. The codes were then applied to the university's student ratings instrument to compare the alignment between commonly used questions on the instrument and the spontaneously generated codes from the student and faculty letters. Results showed that students and faculty frequently use the same criteria to evaluate excellent teaching.

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