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Evaluating first-time lecturing: Where to start? When to stop?

Research output: Contribution to conference - Without ISBN/ISSN Conference paper

Published
Publication date01/2000
Number of pages6
Original languageEnglish
EventEvaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities - The Open University, Milton Keynes, UK
Duration: 9/10/1999 → …

Conference

ConferenceEvaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities
CityThe Open University, Milton Keynes, UK
Period9/10/99 → …

Abstract

Course review and evaluation which, to have any meaning, must focus on teaching evaluation, are becoming a regular annual feature of academic life. At the same time, courses are becoming more modular, with a larger number of relatively isolated topics being slotted together to form a more or less coherent whole. How can a teacher of one of these topics evaluate her teaching, or her students' learning? How can a newcomer to university humanities lecturing start to assess her effectiveness and her contribution to the course (or even the degree scheme) as a whole? The author is an experienced evaluator of teaching resources with a career in computer-assisted teaching and learning support. She has recently completed her first lecture course on a non-technical, purely humanities topic. To add to the excitement, her topic was in a field not previously taught at her institution, and was part of a 'case-study' course comprising four, potentially unrelated, topics assessed only by examination. This paper describes the author's attempts to place her contribution to the course in a coherent framework, and presents details of her self-evaluation using both student feedback and examination evidence, cross-related with equivalent material from other topics in the course. The author considers the nature of prior experience which might be helpful to such a teaching-evaluation process, asks questions about the balance between inspiring students and imparting information, and draws conclusions on the benefits of informal as well as planned mentoring.

Bibliographic note

Conference organised and proceedings published by HAN, the Humanities and Arts Higher Education Academic Network, supported by the Institute of Educational Technology, The Open University. ISBN 0 7492 7439 5