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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: Contributor(s): Material type: TextTextSeries: 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): 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 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

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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