CORVALLIS, Ore. - In the fast-growing and job-rich disciplines of science, technology, engineering, and mathematics, or STEM, improving instruction at the college level is critical to keeping students engaged in these fields.
But filling in bubbles on institutionalized end-of-term teacher evaluation questionnaires, a standard practice at many large research universities, often fails to produce timely and meaningful data for improving instruction, according to a new study from Oregon State University that explores how faculty are evaluating their teaching practice.