SET Resources for Faculty Tied to Common Prompts

1. The instructor seemed organized.

Online Resources

Classroom Management and Organization
Association for Supervision and Curriculum Development

“Effective Classroom Management: Teacher Preparation and Professional Development”
National Comprehensive Center for Teacher Quality

What Is Good Teaching?”
Flinders University

Top 6 Teacher Tasks

Book Chapters

Barbara Gross Davis. Tools for Teaching. 2nd ed. San Francisco: Jossey-Bass, 2009.
• “Designing or Revising a Course” (3-20)

Linda B. Nilson. Teaching at Its Best. 3rd ed. San Francisco: Jossey-Basss, 2010.
• “Understanding Your Students and How They Learn” (3-15)

2. I knew what I was expected to accomplish in the course.

Online Resources

IDEA Center

“Examining Effective Faculty Practice: Teaching Clarity and Student Engagement”

NSSE

Book Chapters

Linda B. Nilson.  Teaching at Its Best.  3rd ed.  San Francisco: Jossey-Basss, 2010.

  • “Outcomes-Centered Course Design”  (pages 17-31)
  • “The Complete Syllabus” (33-41)

Barbara Gross Davis.  Tools for Teaching.  2nd ed.  San Francisco: Jossey-Bass, 2009.

  • “The Comprehensive Syllabus” (21-36)

3. The instructor presented the subject matter clearly.

Online Resources

“Explained Course Material Clearly and Concisely”

IDEA Center

“Large Classes: A Teaching Guide: Lecturing”

University of Maryland

Book Chapters

Linda B. Nilson.  Teaching at Its Best.  3rd ed.  San Francisco: Jossey-Bass, 2010. 

  • “Choosing and Using the Right Tools for Teaching and Learning” (101-207)
  • “Using Visuals to Teach” (239-251)
  • “Using Instructional Technology Wisely” (253-269)

Barbara Gross Davis.  Tools for Teaching.  2nd ed.  San Francisco: Jossey-Bass, 2009.

  • “The Large Enrollment Course” (133-177)
  • “Discussion Strategies” (95-132) 
  • “Presentation Technologies” (431-457)
  • “Alternatives and Supplements to Lectures” (179-255)

Michele M. Welkner, Alan Kalish, and Heather M. Bandeen, eds.  Teaching and Learning in the College Classroom.  3rd ed.  New York: Pearson, 2010.

  • “Methods: Choosing the Best Strategies and Techniques” (323-411)

Wilbert McKeachie.  Teaching Tips.  12th ed.  Boston: Houghton Mifflin, 2006.

  • “How to Make Lectures More Effective” (57-73)
  • “Facilitating Discussion: Posing Problems, Listening, Questioning” (35-56)
  • “Skills for Use in Other Teaching Situations” (253-297)

4. The instructor created an environment that supported my learning.

Online Resources

“Shaping the Learning Environment”

Harvard Business School

“Form an Inclusive Climate”

Carnegie Mellon University

“Keeping Discussion Respectful and Diverse”

Vanderbilt University

Journal Articles

“Using Scaffolding in a Complex Learning Environment”

Sadhana Puntambeker and Roland Hübscher, Educational Psychologist 40.1 (2005): 1-12

Book Chapters

Linda B. Nilson.  Teaching at Its Best.  3rd ed.  San Francisco: Jossey-Basss, 2010.

  • “Understanding Your Students and How They Learn”  (3-15).
  • “Motivating Your Students” (51-59) 
  • “Preventing and Responding to Classroom Incivility”  (71-82)
  • “Accommodating Different Learning Styles”  (229-237)

Barbara Gross Davis.  Tools for Teaching.  2nd ed.  San Francisco: Jossey-Bass, 2009.

  • “Enhancing Students’ Learning and Motivation” (257-297) 
  • “Diversity and Inclusion in the Classroom” (57-71)
  • “Teaching Academically Diverse Students”  (90-93)

Michele M. Welkner, Alan Kalish, and Heather M. Bandeen, eds.  Teaching and Learning in the College Classroom.  3rd ed.  New York: Pearson, 2010.

  • “Shared Expectations: Creating Supportive Learning Environments” (415-506)
  • “Students: Understanding Our Learners” (111-203)

Wilbert McKeachie.  Teaching Tips.  12th ed.  Boston: Houghton Mifflin, 2006. 151-171.

5. The instructor demonstrated genuine interest in my success.

 

Journal Articles

“Shared Characteristics of Educators Who Are Effective Communicators”

Sarah M Ginsberg, Journal of Effective Teaching 7.2 (2007): 3-20

Book Chapters

Linda B. Nilson.  Teaching at Its Best.  3rd ed.  San Francisco: Jossey-Bass, 2010.

  • “Motivating Your Students” (51-59)

Wilbert McKeachie.  Teaching Tips.  12th ed.  Boston: Houghton Mifflin, 2006.

  • “Motivation in the College Classroom” (140-150)

Michele M. Welkner, Alan Kalish, and Heather M. Bandeen, eds.  Teaching and Learning in the College Classroom.  3rd ed.  New York: Pearson, 2010.

  • “Student Engagement” (461-465)

6. The feedback I received from the instructor improved my learning.

Online Resources

“Seven Keys to Effective Feedback”

Association for Supervision and Curriculum Development

“Principles of Giving Effective Feedback”

London Deanery

“Responding to Written Work”

University of Michigan

“Offering Timely and Appropriate Feedback”

University of Aukland

“Providing Feedback for Larger Classes”

University of Maryland

Journal Articles

 “Feedback: All the Effort, but What Is the Effect”

Margaret Price, Karen Handley, Jill Millar, and Berry O’Donovan

Assessment & Evaluation in Higher Education 35.3 (2010): 277-289

Book Chapters

Linda B. Nilson.  Teaching at Its Best.  3rd ed.  San Francisco: Jossey-Basss, 2010.

  • “Grading Summative Assessments” (301-314)

Barbara Gross Davis.  Tools for Teaching.  2nd ed.  San Francisco: Jossey-Bass, 2009.

7. This course stimulated my interest in the subject matter.

Online Resources

“Promoting Active Learning”

Stanford University

“What Is Good Teaching?”

Flinders University

“Using Active Learning Instructional Strategies to Create Excitement and Enhance” Learning”

Cornell University

“Students Lack Interest or Motivation”

Carnegie Mellon

“Motivating Students and Stimulating Interest”

RMIT University

Journal Articles

“Increasing Situational Interest in the Classroom”

Gregory Schraw, Terri Flowerday, and Stephen Lehman1

Educational Psychology Review 13.3(2001):211-224

Book Chapters

Barbara Gross Davis.  Tools for Teaching.  2nd ed.  San Francisco: Jossey-Bass, 2009.

8. The course increased my understanding of the subject.

Online Resources

“Teaching and Learning Activities”

USciences

“Metacognition and Student Learning”

Chronicle of Higher Education

“Teaching for Understanding”

Book Chapters

Linda B. Nilson.  Teaching at Its Best.  3rd ed.  San Francisco: Jossey-Basss, 2010.

  • “Teaching Your Students to Think and Write in Your Discipline” (223-228)

9. Interpreting SET Results

Online Resources

Harvard University

 “Interpreting Feedback and Evaluations”

http://isites.harvard.edu/fs/html/icb.topic58474/interpretingevals.html

Princeton University

“Interpreting Student Evaluations”

http://www.princeton.edu/mcgraw/library/sat-tipsheets/interpreting-evaluations/Interpreting-Student-Evaluations-[Converted].pdf

University of Washington

“Learning from Student Feedback”

http://www.washington.edu/teaching/files/2012/12/Feedback.pdf

Vanderbilt University

”Making Sense of Student Evaluation Feedback”

http://cft.vanderbilt.edu/guides-sub-pages/student-evaluations/

Vanderbilt University Center for Teaching

“Student Course Evaluations”

http://cft.vanderbilt.edu/library/articles-and-essays/the-teaching-forum/student-course-evaluations/

Worcester Polytechnic Institute

“Interpreting Student Course Reports”

http://www.wpi.edu/academics/morgan/interpreting.html

Journal Articles

“How to Read a Student Evaluation”

David D. Perlmutter

Chronical of Higher Education, 30 Oct 2011

http://chronicle.com/article/How-to-Read-a-Student/129553/

“How to Deal With Negative Teaching Evaluations “

Natascha Chtena

Inside Higher Education, 9 Feb 2014

https://www.insidehighered.com/blogs/gradhacker/how-deal-negative-teaching-evaluations

“When a Student’s Comment Feels Like a Personal Attack”

Maryellen Weimer

Faculty Focus 13 March 2013

http://www.facultyfocus.com/articles/teaching-professor-blog/when-a-students-comment-feels-like-a-personal-attack/

No, Student Evaluations Aren’t “Worthless”

David Gooblar

https://chroniclevitae.com/news/1814-no-student-evaluations-aren-t-worthless?cid=at&utm_source=at&utm_medium=en&elqTrackId=82121c92a9514c93bc15c5b7601dc6f9&elq=16d9b5317e91431fa367df59b80c01bd&elqaid=14140&elqat=1&elqCampaignId=5932

Books

Lewis, Karron, ed. New Directions for Teaching and Learning: Special Issue: Techniques and Strategies for Interpreting Student Evaluations 2001.8 (Autumn, 2001).

http://onlinelibrary.wiley.com/doi/10.1002/tl.v2001:87/issuetoc

Faculty Thoughts and Concerns About Student Ratings

John C. Ory

Encouraging Your Students to Give Feedback

Marilla D. Svinicki

Making Sense of Student Written Comments

Karron G. Lewis

Using Midsemester Student Feedback and Responding to It

Karron G. Lewis

Use of Electronic Tools to Enhance Student Evaluation Feedback

Devorah Lieberman, Nancy Bowers and David R. Moore

Taking Student Criticism Seriously: Using Student Quality Teams to Guide Critical Reflection

Larry Spence and Lisa Firing Lenze

Making Sense and Making Use of Feedback from Focus Groups

Tiberius Richard

Writing Teaching Assessment Questions for Precision and Reflection

William L. Rando

Interpreting the Numbers: Using a Narrative to Help Others Read Student Evaluations of Your Teaching Accurately

Jennifer Franklin

General

Students’ Perceptions of Effective Teaching in Higher Education

Board of Regents University of Wisconsin System

“Characteristics of Effective Teachers”

Stanford University

“A Brief Summary of the Best Practices in College Teaching”

University of North Carolina, Charlotte

“Seven Principles for Good Practice in Undergraduate Education”

Arthur W. Chickering and Zelda F. Gamson

Adopted from the March 1987 AAHE Bulletin

“The Fundamentals of College and University Teaching”

Columbia University

“Principles to Promote Excellence in Learning and Teaching Practices”