Showing posts with label teaching track faculty. Show all posts
Showing posts with label teaching track faculty. Show all posts
Friday, August 17, 2018
Repost: CRA Memo on Best Practices for Engaging Teaching Faculty in Research Computing Departments
Mark Guzdial noted today that the CRA has prepared its memo about teaching faculty in research departments. For the past two years, I have been going to a CRA event at SIGCSE geared toward preparing this memo, so good to see its release. I am thankful that at my institution, we have most of the things outlined in the memo and are treated roughly as equals to the tenure-track faculty.
Saturday, March 11, 2017
Conference Time: SIGCSE 2017 - Day 2
I started my morning by attending my regular POGIL session. I like the technique and using it in the classroom. However, I should probably make the transition, attend the (all / multi-day) workshop, and perhaps get one of those "ask me about POGIL" pins.
Lunch was then kindly provided by the CRA for all teaching-track faculty in attendance. There is the start of an effort to ultimately prepare a memo to departments for how to best support / utilize us (including me). One thing for me is the recognition of how to evaluate the quality of teaching / learning.
Micro-Classes: A Structure for Improving Student Experience in Large Classes - How can we provide the personal interactions that are valuable, which enrollments are large / increasing? We have a resource that is scaling - the students. The class is partitioned into microclasses, where there is clear physical separation in the lecture room. And each microclass has a dedicated TA / tutor. Did this work in an advanced (soph/ junior) class on data structures?
Even though the same instructor taught both the micro and the control class, the students reported higher scores for the instructor for preparedness, concern for students, etc. Yet, there was no statistical difference in learning (as measured by grades).
Impact of Class Size on Student Evaluations for Traditional and Peer Instruction Classrooms - How can we compare the effectiveness of peer instruction being using in courses of varying class sizes? For dozens of courses, the evaluation scores for PI and non-PI classes were compared. There was a statistical difference between the two sets and particularly for evaluating the course and instructor. This difference exists even when splitting by course. This difference does not stem from frequency of course, nor the role of the instructor (teaching, tenure, etc).
Lunch was then kindly provided by the CRA for all teaching-track faculty in attendance. There is the start of an effort to ultimately prepare a memo to departments for how to best support / utilize us (including me). One thing for me is the recognition of how to evaluate the quality of teaching / learning.
Micro-Classes: A Structure for Improving Student Experience in Large Classes - How can we provide the personal interactions that are valuable, which enrollments are large / increasing? We have a resource that is scaling - the students. The class is partitioned into microclasses, where there is clear physical separation in the lecture room. And each microclass has a dedicated TA / tutor. Did this work in an advanced (soph/ junior) class on data structures?
Even though the same instructor taught both the micro and the control class, the students reported higher scores for the instructor for preparedness, concern for students, etc. Yet, there was no statistical difference in learning (as measured by grades).
Impact of Class Size on Student Evaluations for Traditional and Peer Instruction Classrooms - How can we compare the effectiveness of peer instruction being using in courses of varying class sizes? For dozens of courses, the evaluation scores for PI and non-PI classes were compared. There was a statistical difference between the two sets and particularly for evaluating the course and instructor. This difference exists even when splitting by course. This difference does not stem from frequency of course, nor the role of the instructor (teaching, tenure, etc).
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