The Role of Student, Instructor, and Administrator Perceptions of Effective Teaching
Abstract
One reason for controversy in the evaluation of teaching in higher education is the lack of consistent definition of effective teaching. Three parallel surveys were administered over a four-week period to students, administrators, and teaching faculty at a midsized, metropolitan university in the Southwest. From a list of 10 fundamental teaching activities, each group was asked to identify, in priority order, the three most important teaching activities for students' learning needs. A comparison of average weighted rankings indicated some agreement between the three groups; however, specific rankings were different for all three groups. The results of this study suggest that the controversy regarding the evaluation of teaching might be reduced somewhat if students, faculty, and administrators shared a common perspective with regard to teaching priorities.
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