Instructional Design: Tools, Techniques, & Strategies



Instructional Design: Tools, Techniques, & Strategies

Instruction Section Pre-Conference

American Library Association Annual Meeting 2005

June 24, 2005

Evaluating Teaching

I Sources of Information for Evaluation of Teaching

A) Individual (Self-Reflection)

B) Students (Student Evaluations)

C) Colleagues

i. in the library (peer review)

ii. outside the library (cooperating faculty evaluation)

D) Supervisors

E) Instructional Materials

F) Results of Student Work

II Models for Evaluation of Teaching

A) Self-Assessment of Teaching

Requires: Narrative report by library instructor that includes a description of instructional activities and an evaluation both of their quality and their personal or programmatic significance

B) Student Evaluation of Teaching

Requires: Summary report of student/participant evaluations of one or more instructional sessions

C) Peer Observation of Teaching

Requires: Narrative review of the instructional effectiveness of a library instructor by a colleague who has followed established guidelines for peer observation

D) Peer Evaluation of Instructional Materials

Requires: Narrative review of the completeness and clarity of print and electronic instructional materials prepared by a library instructor

E) Assessment of Contributions to Teaching Environment

Requires: Narrative report by the library instructor of participation in activities related to relevant instructional programs sponsored either by the library, by cooperating units (e.g., Center for Teaching Excellence), or by the campus

F) Teaching Portfolio

Requires: statement of teaching philosophy; description of teaching experience (responsibilities); course planning artifacts (sample course syllabi, lesson plans, assignments, exams); evidence of teaching effectiveness (see above examples); teaching awards and recognition; professional development efforts.

Note: Portfolio requirements may be unique to an institution, but these are common components drawn from the Office of Faculty and Teaching Assistant Development Office at The Ohio State University . See Walter (2005) (URL below) for additional citations applying the portfolio model to the academic library context.

Activity: How Ready is your Library for Evaluation of Teaching?

You have been asked to establish a program for the evaluation of teaching among librarians as part of a broader campus emphasis on evaluation of instruction. Which of the following features of a “culture of teaching” are presently evident in your library?

*Commitment to teaching as a core library service among senior administrators

*Broad involvement among librarians (i.e., beyond the “Instruction Coordinator”) with the development of instructional services

*Required demonstration of teaching as part of the hiring process

*Regular interaction and collaboration among librarians on issues related to teaching or to the instruction program

*Orientation to teaching is available to new hires, and a mentoring program focused on teaching is available to all librarians

*Librarians participate in activities aimed at enhancing their work as teachers (e.g., attending this workshop, or attending the workshop that you will present on this content after you return from ALA)

Format: Brainstorm [at table] (10 mins.), and Report Out (10 mins.)

Total Time for Activity: 20 mins

For additional examples, see Walter, S. (2005). Instructional improvement in academic libraries. Retrieved June 18, 2005, from

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download