The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development
The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development
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DOI：
10.1002/j.2168-9830.2010.tb01049.x
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发表时间：
2010-04-01
影响因子：
3.4
通讯作者：
Brent, Rebecca
中科院分区：
文献类型：
--
作者：
Felder, Richard M.;Brent, Rebecca
国家有效教学研究所（NETI）是一个为期三天的教学研讨会，自1991年以来每年与年度ASEE会议一起举办。其目标是提高参与者的教学效率，促进他们参与学术教学和教育奖学金，并激励他们参与校园教学发展。为了评估NETI对其参与者的影响，对1993年至2006年NETI课程的校友进行了一项基于网络的调查。（假设）该研究旨在检验NETI达到其既定目标的假设，并且在一定程度上，以确定研讨会的结构和交付中可能有助于其成功的因素。方法通过在线调查收集有关参与者对所选教学策略的认识和使用，学生和他们自己对教学的评价，以及他们参与学术教学，教育研究和举办自己的教学研讨会和研讨会的信息。的调查结构的有效性是由几个出版的研究，比较自我评估的教学与外部评价由训练有素的observers.Results NETI激励许多参与者采用或增加他们使用的行之有效的教学策略，已知与改善学生的学习，使他们更加以学生为中心，学术，并反映在他们的教学实践;并促使他们中的许多人从事教学发展和教育奖学金。结论NETI令人满意地实现了其目标。当解释成人动机的理论，结果支持工程教育工作者的学科特定的教师发展的有效性。
BACKGROUND The National Effective Teaching Institute (NETI) is a three-day teaching workshop that has been given annually since 1991 in conjunction with the Annual ASEE Conference. Its goals are to improve the participants' teaching effectiveness, promote their engagement in scholarly teaching and educational scholarship, and motivate them to engage in instructional development on their campuses. To evaluate the impact of the NETI on its participants, a Web-based survey was administered to alumni of NETI offerings from 1993 to 2006.PURPOSE (HYPOTHESIS) The study was designed to test the hypothesis that the NETI met its stated goals, and to the extent that it did, to identify factors in the workshop's structure and delivery that might have contributed to its success.DESIGN/METHOD An online survey collected information regarding the participants' awareness and use of selected teaching strategies, their students' and their own ratings of their teaching, and their engagement in scholarly teaching, educational research, and giving their own teaching workshops and seminars. The validity of the survey structure is supported by several published studies that compared self-assessments of teaching with external evaluations by trained observers.RESULTS The NETI has motivated many of its participants to adopt or increase their use of proven teaching strategies known to correlate with improved student learning; made them more student-centered, scholarly, and reflective in their teaching practice; and induced many of them to engage in instructional development and educational scholarship.CONCLUSIONS The NETI has satisfactorily met its goals. When interpreted in the light of a theory of adult motivation, the results support the effectiveness of discipline-specific faculty development for engineering educators.