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Faculty Luncheon - Holistic Teaching Evaluation - Shared screen with speaker view
Tom Dowdell
34:16
active learning exercises
Sara Bano
34:25
Emotional Labor involved in teaching
Tim Peterson
34:32
Mentoring students at risk
Natasha Petry
34:34
Coordinating courses (courses that have multiple instructors)
ramona danielson
34:34
mentoring of current and past students, not officially my advisees
Mukhlesur Rahman
34:37
classroom exercise
Liza Gilblom
34:39
long written feedback
bradford.strand
34:42
Preparation for each class session
Jessica Danielson (she, her, hers)
34:43
Providing feedback to students
Sylvio May
34:44
I do care about what my students learn, not so much what I get credit for
Danielle Condry
34:45
Recommendation letters and using evidence based learning strategies and size of class
Nurun Nahar
34:46
Continuous feedback
Mary Larson, (she/her) PhD, MPH, RD, CHES
34:47
Staying up-to-date in the subject matter and preparing students for practice in the field
Stuart Haring
34:48
Diverse use of technologies and the effort that goes into learning, developing, and disseminating through these technologies.
Tim Peterson
34:53
Mentoring alums
Carla Gross NDSU
34:55
Course development
Igathinathane Cannayen, NDSU
34:55
Students learning research methods
Rebekah Oliver
34:55
makeups :)
Natasha Petry
35:00
grading cases/essays compared to multiple choice
Jenny Linker
35:00
Time spent outside of classroom helping students learn
Xinhua Jia
35:02
Responding students emails.
Sherri Stastny
35:02
mentoring both undergraduate but especially graduate students in research; if I am not their major advisor, it's not very noticed but the collab. efforts are so important!
Alexey Leontyev
35:02
Overcoming students’ preconceptions that “chemistry is hard” and “I am not good at chemistry”
Sara Bano
35:05
Variety of teaching techniques and methods
Jiajia Rao
35:06
hybrid teaching, more work to do compared to in person class
Brooke Thiel
35:07
Supporting diverse students
Meghan Duda
35:10
Assistance OUTSIDE of class.. ie. Printing, framing, technical assistance in studio spaces
Stacy Duffield
35:11
All the reading and independent learning I do about teaching and learning.
Elizabeth Crawford
35:13
Coordinating an academic program, advising student organization, creating programs, emotional labor, advising graduate students
Stuart Haring
35:20
Availability to students outside of class.
Melissa Vosen Callens
35:20
letters of recommendation and providing feedback (observing) grad student teachers
JIll Nelson
35:21
supporting students outside of class - mentoring, answering questions, etc
Kelly Sassi
35:30
Extra time spent supporting diverse students and creating a classroom environment that is more inclusive.
Mary Larson, (she/her) PhD, MPH, RD, CHES
35:30
Culminating experiences
Sara Bano
35:31
Spending so much time on preparing courses
Susan Schaefer Kliman (she/her)
35:55
Mentoring and advising - professional and personal
Matthew Kirkwood Landscape Architecture
35:55
In teaching we often do service learning. This requires groundwork for community connections. Anticipating outcomes, highlighting connections, dovetail into recruiting and educating the public
Jessica Danielson (she, her, hers)
36:05
Experiential activities
Sumathy Krishnan
36:17
quality o
Wenfang Sun
36:29
Class preparation time and after -class time (at least 3-4 hours after each class) for assigning HM and summarize lectures.
Jessica McQueston
36:37
Brand new courses (course leaf, aligning to standards, etc.)
Jenny Linker
36:50
Active learning strategies, community engagement, service-learning - lots of time, but so worth it!
Susan Schaefer Kliman (she/her)
37:24
Course assessment and adaptation
Chris Ray
37:36
Supervision of applies experiences (e.g., student teaching, practicums, internships)
Tim Peterson
38:34
Independent studies to help students move forward with degree completion
Danielle Condry
44:37
Evidence: Annotated Syllabus - not just the syllabus - explaining the why/what/how/when you make changes to your syllabus or how your course fits in the curriculum in comment bubbles.
Carrie Anne Platt
50:53
Great ideas!! Keep sharing as we go. :)
Carrie Anne Platt
54:29
Feel free to ask questions here, too.
ramona danielson
55:16
Is there a way to include unsolicited positive feedback from students about things they've appreciated, learned, applied?
Anastassiya Andrianova
57:14
@ramona: My former chair provided for me a copy of a student nomination for our departmental teaching award (a detailed email), and I added that to my portfolio. It was very helpful, I think, and “unsolicited” insofar as it was not for PTE, but fit very well. I have also asked my graduate advisees to write a letter of support.
Shar
57:23
https://kb.ndsu.edu/page.php?id=110298Information about the Faculty Certificate Courses
Carrie Anne Platt
57:50
Yes! I include those in an appendix, and make sure to direct the reader/evaluator to them in my written argument (evidence for specific claim you make about improving student learning experience), rather than assuming they will recognize them as significant.
Alexey Leontyev
57:57
Are Quality Matters rubric not free?
Alexey Leontyev
58:08
*rubrics
Carrie Anne Platt
59:05
Dr. Andrianova’s suggestion re: graduate advisee letters is also a good one. Those could go in the same section.
Shar
59:32
Hi! :)
Carrie Anne Platt
59:38
@Shar - Could you answer the question about Quality Matters rubric above?
Mary Larson, (she/her) PhD, MPH, RD, CHES
59:53
These are excellent resources! Thank you!
Lori Swinney
59:54
Hi - glad to be a part of the project
Shar
01:01:16
@Aleney Quality Matters will provide some tools at no cost. However, the rubrics, etc. are apart of the program that cost money.
Shar
01:01:45
Alexey sorry for the mistype.
Melissa Vosen Callens
01:01:50
Thanks, Shar! You are a faster typer than me!
Alexey Leontyev
01:03:14
Thanks! Is there any way that I can see Quality Matter rubrics or we need to pay first to access them?
Carrie Anne Platt
01:03:19
The SROI transition committee has data on these issues available for faculty to review / use as evidence in updating department teaching evaluation practices.
s.banerjee
01:03:35
How would a low response rate be judged? Is 50% low? Also, is the skew downwards in general?
Carrie Anne Platt
01:03:54
Feel free to email me (carrieanne.platt@ndsu.edu) if you would like to talk about this data.
Carrie Anne Platt
01:04:38
@s.banerjee - That’s a good thing for a department to discuss! Is 50% an acceptable response rate for using the data as “student input”?
Shar
01:04:44
@Melissa or @Lori, I believe for the QM rubric they would need to pay for it correct? However, the rubric that Melissa mention follows closely to what they have.
Melissa Vosen Callens
01:04:52
@Alexey, you might be able to find an old rubric, but as Shar said, most of the QM tools require a subscription. I highly encourage you to check out the new NDSU Blackboard rubric — it is based on the same research and is now available to our entire campus!
Carrie Anne Platt
01:04:54
And a good reason to report (and consider) response rate when interpreting the data!
Alan Denton
01:07:12
A simple way to increase response rate would be to slightly delay release of grades until evaluations are completed.
Anastassiya Andrianova
01:07:41
Thank you for revising these questions to make them more equitable. Could you comment on why Q9 regarding the physical space is part of this survey? I want to point out that Q9 regarding the physical environment being “conducive to learning” is one that should, I think, be disregarded in a pandemic/HyFlex setting, as many, if not most of us are teaching synchronously, so students are asked to evaluate their own learning space? Or the virtual space?
Carrie Anne Platt
01:07:54
Some departments set aside 10 minutes at end of teaching observations to talk with the students about their learning experience (with instructor out of the room). That could also count as student input.
Carrie Anne Platt
01:08:41
Great point re: Q9! That question should be used as context for evaluating the other items. Not something under the instructor’s control.
Sherri Stastny
01:09:22
agree. Using class time to fill out the evals will increase your n. As to ! Q number 9: we as instructors can influence the learning environment such as setting up etiquette for zoom, adjustment of lighting, make sure our technology is working (as much as we can control) etc.
Kelly Sassi
01:09:39
I do some pre- and post-assessment of student understanding of some of the major goals of my courses. This gives me some data on their learning during the course.
Jessica McQueston
01:09:46
I’ve done a mid-semester survey to students and embed input into the second half of the course. Allows students to share what’s going well, what could be improved, etc.
Jessica McQueston
01:09:58
with*
Sara Bano
01:10:09
Q. Someone mentioned teaching cafe, can you provide more details?
Jessica Danielson (she, her, hers)
01:10:39
At mid-term and final, I have students write on pieces of papers answering the following two questions: (1) What is working in this class? And (2) What could be improved? At mid-term , I review the themes of the feedback with students and address changes that are reasonable. I keep this feedback in a folder for future reference.
Stacy Duffield
01:10:57
Mid-semester "check-in" can be simple: What is going well with this course? What could be better? What can I (student) do to make it better? What could you (instructor) do to make it better?
Sherri Stastny
01:11:18
I could be in state-of-the-art classroom but not use the options available as part of the room (lighting, screens, chair configurations, etc)
Carrie Anne Platt
01:11:37
College of AHSS has recurring conversations about teaching. We call them Teaching Cafes. I know there have been some other cafes started in other colleges. But we always welcome university colleagues to join us! Feel free to email me if you are interested.
Stuart Haring
01:13:37
Have to go to another meeting. Thank you presenters and everyone for the enlightening chat and discussion. Have a great day!
Stacy Duffield
01:14:08
I share student responses to the midterm and tell them what changes I will make.
Mary Larson, (she/her) PhD, MPH, RD, CHES
01:14:38
Yes, I use a formative evaluation for every class. I ask 3 questions and use Bb to facilitate the survey: 1. what is facilitating your learning, 2. what, if anything, is inhibiting your learning, and 3. what else would you like me to know at this time.
Kelly Sassi
01:14:52
Seconding what Stacy said—I have learned that it is important to ADDRESS all the midterm concerns in some way.
Jessica McQueston
01:14:59
^ Same. I also ask students what they would like to learn still. This can impact some of the content we cover.
Mary Larson, (she/her) PhD, MPH, RD, CHES
01:16:19
Yes, agree with Stacy and Kelly about sharing with the students what I learned with the formative eval--common themes and what I will do in the current semester and what I will consider for future semesters.
Sara Bano
01:16:23
Also time of class really impacts learning experience. Especially, if classes are really early in the morning or late in the evening.
Emily Berg
01:16:31
I'm not aware of any studies of this type either
Sherri Stastny
01:17:18
same Stacy, Ramona, Mary-good to spit the student feedback back as part of the next class so students can see that perceptions differ, and we all have differences in how we learn
Susan Ray-Degges
01:17:43
you might want to engage accessibility committee as well
Jessica McQueston
01:17:50
Also accessibility of physical settings
Marc Wallman
01:17:52
Learning spaces committee mentioned by Stacy: https://www.ndsu.edu/provost/office/learning_spaces/
Ryan McGrath
01:17:53
how does Q9 apply to online classes if it is targeted to physical spaces?
Ryan McGrath
01:18:23
Q9 needs refinement
Tim Peterson
01:19:58
I ignore that question for the faculty in my department who are teaching asynchronously online
ramona danielson
01:20:03
I had wondering in the fall, if we were asking them about the physical space they were if they weren't on campus - but without further feedback/context, can't do much with it
ramona danielson
01:20:12
*been wondering :)
Sherri Stastny
01:20:46
maybe call Q9 the "learning environment" instead of "physical" environment?
ramona danielson
01:21:07
hard to listen and type coherently at the same time :)
Kelly Sassi
01:21:51
I also use class time for doing the evaluations.
Anastassiya Andrianova
01:22:16
When do these surveys go out to the students? Have they already?
Joel Hektner
01:22:21
Before the pandemic, most HDFS faculty preferred to do student evaluations in a class period in person so that they'd get a high response rate of students who actually came to class.
Stacy Duffield
01:23:40
College administrative assistants are the point of contact for the Student Course Experience Surveys. In many colleges, this is then passed on to department administrative assistants. So, Colleges and Departments make the decision on when surveys go out.
Carrie Anne Platt
01:23:42
@ Antastassiya Date of distribution can vary by department. @Stacy Do you know if there is a deadline/date that all surveys come out from the GDC?
Jill Zuber
01:24:01
If you give students to complete the online SCES during classtime, how do I know if they have the link for the course?
ramona danielson
01:24:05
I received feedback from a course I taught for the first time last fall, that I changed the syllabus too much. I did not change core elements like times of assessment - but did keep adding details (such as changes to the timeline of content covered, or when a guest speaker had to change the date they visited our class) - what is best practice for the amount of detail that you have available to students at the beginning of the course? Should you only fill in details through announcements, etc., leaving the syllabus more general?
Stacy Duffield
01:24:30
The GDC has already prepared all the survey links if you use Qualtrics.
Sherri Stastny
01:26:25
well done Stacy!
Carrie Anne Platt
01:26:29
Your administrative assistant would be a good person to ask. (And express appreciation for Administrative Professionals Day today)
Jessica McQueston
01:27:33
Is there a way to see a department level mean for questions on the student evals? As someone new this year, it was hard to tell if my scores were in line with the department, above, or below.
Stacy Duffield
01:28:32
I always promise students that if I make a change, it will always be in their favor such as more time or removing an assignment. I also label my course schedule tentative and let students know upfront things may change to better serve their needs.
Chris Ray
01:29:29
Jessica: The official reports from ITS include course, department, and institutional results, though the initial Qualitrics results aren’t able to include those.
Jeff Boyer
01:30:43
https://www.ndsu.edu/oira/institutionalreports/sroi/
Stacy Duffield
01:31:39
Thank you, Jeff!
Melissa Vosen Callens
01:35:46
Agree with you all!
JIll Nelson
01:36:31
This has been great - thank you!!
Sherri Stastny
01:37:05
thank you for recording! very helpful!
Canan Bilen-Green (she, her)| NDSU
01:37:14
We will post the recording at https://www.ndsu.edu/facultyaffairs/faculty_development/faculty_luncheons/
Lauren Hanna
01:37:18
Great session!
Matthew Kirkwood Landscape Architecture
01:37:31
Thank you, Yes please send the deck
Canan Bilen-Green (she, her)| NDSU
01:37:51
We will post the recording at https://www.ndsu.edu/facultyaffairs/faculty_development/faculty_luncheons/
Danling Wang
01:37:57
Thank you.
Jessica McQueston
01:38:18
Thank you!
ramona danielson
01:38:24
When will the Track 1 be starting again/inviting participants?
Canan Bilen-Green (she, her)| NDSU
01:38:24
Thank you!
Susan Ray-Degges
01:38:24
Thank you for a great presentation!
Heather Fuller
01:38:27
Thank you all!!
Rebekah Oliver
01:38:31
Thank you!
Tim Peterson
01:38:35
Great information. I have another meeting Bye
Upinder Gill
01:38:35
Thank you
John Miller
01:38:38
Thank you.
Jessica Danielson (she, her, hers)
01:38:39
Thank you all!!
Shafiqur Rahman
01:38:42
Thanks for putting together the information
Brooke Thiel
01:38:42
This was a fantastic session- thank you very much to all the presenters!
Nurun Nahar
01:38:45
Thank you!
Lori Swinney
01:38:47
Thank you
Heidi Loll
01:38:47
Thank you!
ramona danielson
01:38:52
Thank you so much!
Mary Larson, (she/her) PhD, MPH, RD, CHES
01:38:52
thank you!
joe.deutsch@ndsu.edu
01:39:11
Thank you!!!!