A workshop using interactive theater was effective in training faculty to facilitate small-group discussions about multicultural issues. This approach emphasizes and models the need to foster critical consciousness in medical education.
Although many kinds of data can be used to guide instructional consultations, research comparing the efficacy of such data is scant, especially in engineering. In this study, multiple modes of assessment were used to evaluate the impact of consultations informed by different kinds of data. This study illuminates two key aspects of instructional consultations: (1) their efficacy varies depending on the kind of data used to guide them, with student feedback from a Small Group Instructional Diagnosis (SGID) having the largest positive impact, and (2) the instructional consultant plays a key role in helping both interpret the available data and identify strategies for improvement. These findings suggest three implications for practice: (1) whenever possible, SGID-based consultations should be offered systematically and proactively for engineering faculty, (2) data for other kinds of consultations should be tailored to the needs of the individual instructor, and (3) instructional consultants should be available to collaborate with faculty to enhance their teaching, thereby building an engineering culture that actively supports teaching and learning.
These findings suggest that many medical students complete SETs mindlessly, even when a photograph is included, without careful consideration of whom they are evaluating and much less of how that faculty member performed. This hampers programme quality improvement and may harm the academic advancement of faculty members. We present a framework that suggests a fundamentally different approach to SET that involves students prospectively and proactively.
Despite itsubiquity asthewaythat instructors represent their views on teaching andlearning, the statement ofteaching philosophy can be afrustrating document to write and theresults are often uneven. This chapter describes a rubric created at the University ofMichigan's Center for Research on Learning and Teaching to help faculty andgraduate students craft teaching statements. We describe theresearch thatinformed thecreation of therubric, talk about howweuse the rubric in ourconsultations andworkshops, andpresent anassessment thatvalidates the use oftherubric toimprove instructors' teaching statements.
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