This chapter describes Clemson University's LaptopFaculty Development Program and its assessment, offering the program as one model for designing faculty development to successfully implement laptop mandates. The chapter also acquaints readers with the many types of in-class, laptop-based activities that meet best-practice criteria for effective teaching.
Students have changed a great deal in the past few decades, but has the validity of student ratings correspondingly changed with them? Drawing on recent research conducted on students, this chapter examines the relationship between student ratings and student learning, the biases found in these ratings, and their factual accuracy and apparent truthfulness. It also addresses why findings of early and recent studies differ, what information student ratings now provide, and how institutions and faculty have consolidated the effects on ratings that today's students initiated.
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