It surprises me that we haven’t yet made a post about course evaluations. Perhaps because this blog focuses more on preparing to teach and then actually teaching a course, we have paid relatively little attention to date to what happens at the end of a course besides handing out grades.
It is important, however, to pay attention to course evaluations, because they play such a significant role in tools that teachers can use to self-evaluate, but also because administrations use them to evaluate teaching effectiveness. This latter point is incredibly important for those who are in a tenure-track position, but also important for all others whose performance will be measured in part through course evaluations.
In it, he discusses how such evaluations can be and are used both by administrators as well as by faculty. In future posts, I will discuss my take on course evaluations and address some of the points Professor Perlmutter makes.
Thanks to everyone who attended our CAA workshop, Creating Effective Evaluation Techniques. We had a great time presenting and got a lot of feedback through all the fabulous questions and comments.
As promised, here is our powerpoint presentation PDF. Please feel free to give us any feedback, to ask us questions via the blog or email, or to ask us to address particular issues in the blog. We are also happy to come to your school to do a workshop tailored to your program’s needs. Contact us here:
Something all educators should be considering is what the role Massive Online Open Courses (MOOCs) will play in all of our futures. All indications appear to be that many administrations are looking at MOOCs as a silver bullet for financial woes. But it’s not that simple — MOOCs open a whole can of worms and this issue of the American Federation of Teachers On Campus publication explores MOOCs from several useful perspectives. http://www.aft.org/emags/oc/oc_winter201314/index.html#/20/
Attached is a PDF of the 2012 SPE presentation by Janie, Suz and Angela. This is intended to be helpful in jumpstarting ideas surrounding the topics. It is, of course, missing our fabulous presenter skills! Please note that movies are inactive and not all the links translated as live in this PDF, however there should be enough info to point you in the right direction for further research. PedagogyNow_Web
Any Fine Arts or Art History graduate student who wants to teach a class in the University of Cincinnati’s School of Art must successfully complete the “Graduate Teaching Workshop” course before receiving any teaching assignment. (This is true for TAs who assist a professor in the classroom, as well as for TAs who are assigned full responsibility for the teaching of a course.) This is the syllabus for that course.
Because UC is currently on the quarter system, this syllabus reflects a 10-week experience. When UC moves to semesters in the Fall of 2012, the syllabus will be revised to reflect a 14-week experience. In semesters, more time will be spent on pedagogical theory, guiding and evaluating group work, and how to effectively critique art work. I will post that updated syllabus in the Fall of 2012.
All courses need to “fit in” to the curriculum of the department in which they are taught.
Prior to building your syllabus, talk to the appropriate members of the department in order to find out how your course(s) fit into their curriculum. What will students have already learned or experienced prior to coming into your class? How should the course prepare students for the courses they will take after yours?
Once you have the answers to these questions, you will be much better prepared to create a syllabus that provides experiences for students in your class that will be in keeping with the rest of their education within the department.