Abstract
Teaching is a social and complex practice deserving of collaborative reflections and positively critical partnerships (Schuck & Russell, 2005) that provide alternative perspectives for continual improvement (Loughran, 2004; Nilsson, 2012). By using Net Promoter Score (Reichheld, 2003) as an indicator of value (Grisaffe, 2007) plus reflective questions this work-in-progress examines the value and effect engineering faculty perceive about a midcourse feedback process that includes a faculty developer as a critical colleague (Nilsson, 2012). The midcourse process uses electronic survey or group instructional feedback sessions with a results consultation by a faculty developer.
| Original language | American English |
|---|---|
| State | Published - Nov 15 2019 |
| Event | POD Network Annual Conference - Pittsburgh, PA Duration: Nov 15 2019 → … |
Conference
| Conference | POD Network Annual Conference |
|---|---|
| Period | 11/15/19 → … |
Keywords
- midcourse student feedback
- engineering education
- midterm feedback
- formative review of teaching
Disciplines
- Education
- Educational Assessment, Evaluation, and Research
- Educational Methods
- Higher Education
- Scholarship of Teaching and Learning
- Engineering Education