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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

Standard

Evaluating first-time lecturing: Where to start? When to stop? / Whistlecroft, Lisa.
2000. Paper presented at Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities, The Open University, Milton Keynes, UK.

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

Harvard

Whistlecroft, L 2000, 'Evaluating first-time lecturing: Where to start? When to stop?', Paper presented at Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities, The Open University, Milton Keynes, UK, 9/10/99.

APA

Whistlecroft, L. (2000). Evaluating first-time lecturing: Where to start? When to stop?. Paper presented at Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities, The Open University, Milton Keynes, UK.

Vancouver

Whistlecroft L. Evaluating first-time lecturing: Where to start? When to stop?. 2000. Paper presented at Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities, The Open University, Milton Keynes, UK.

Author

Whistlecroft, Lisa. / Evaluating first-time lecturing: Where to start? When to stop?. Paper presented at Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities, The Open University, Milton Keynes, UK.6 p.

Bibtex

@conference{36d197cba8084a038c87293ea83a8425,
title = "Evaluating first-time lecturing: Where to start? When to stop?",
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.",
keywords = "First person description of evaluation of first-time teaching",
author = "Lisa Whistlecroft",
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; Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities ; Conference date: 09-10-1999",
year = "2000",
month = jan,
language = "English",

}

RIS

TY - CONF

T1 - Evaluating first-time lecturing: Where to start? When to stop?

AU - Whistlecroft, Lisa

N1 - 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

PY - 2000/1

Y1 - 2000/1

N2 - 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.

AB - 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.

KW - First person description of evaluation of first-time teaching

M3 - Conference paper

T2 - Evaluate & Improve: Investigating Lecturers' Teaching in the arts and humanities

Y2 - 9 October 1999

ER -