Foreign and U.S–Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

Ismail, Emad A.; Groccia, James E.

doi:10.3998/tia.17063888.0036.106

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Professors who received national teaching of psychology awards reported on what they believe are the most effective teaching practices. Using the TBC categories, participants consistently ranked enthusiasm as the most important characteristic, which was similar to faculty rankings from other studies (e.g., Buskist et al, 2002; Ismail & Groccia, 2017; Schaeffer et al, 2003). Award-winning faculty also emphasized the role of rapport with students in excellent teaching practices (Keeley et al, 2016).…”

Section: Faculty Perceptions Of Effective Teachingsupporting

confidence: 81%

No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers

Poole

Gray

Sargent

et al. 2020

Teaching of Psychology

View full text Add to dashboard Cite

Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse—what constitutes poor or ineffective teaching—has not been as systematic. The current research addresses this gap in the literature by examining student and faculty perceptions of the qualities and behaviors of ineffective teachers. Students and faculty identified being disrespectful as the number one perceived quality of ineffective teachers. Both groups of respondents also agreed that having weak rapport was indicative of ineffective teachers. Overall, students had a tendency to focus more on the social aspects of the student–teacher relationship, whereas faculty focused more on professional competencies. These findings provide additional support on teaching misbehaviors to avoid both in and outside of the classroom.

show abstract

Section: Faculty Perceptions Of Effective Teachingsupporting

confidence: 81%

No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers

Poole

Gray

Sargent

et al. 2020

Teaching of Psychology

View full text Add to dashboard Cite

show abstract

“…Definitions of excellent teaching are remarkably consistent across students (Buskist, Sikorski, Buckley, & Saville, 2002; Faranda & Clarke, 2004; Revell & Wainwright, 2009), faculty (Barnes et al, 2008; Ismail, 2014), administrators (Skelton, 2004), and alumni (Moore & Kuol, 2007; Yair, 2008). Common across these general definitions is the recognition that excellent teaching requires sufficient expertise in content and pedagogy (Bain, 2004; Elton, 1998; Shim & Roth, 2009), although possessing only one or the other is insufficient by itself.…”

mentioning

confidence: 92%

“…Buskist and colleagues (2002) found that students and faculty agreed that some of the most important aspects of excellent teaching are (a) having realistic expectations and fair grading practices, (b) being knowledgeable about the topic, (c) being approachable and personable, (d) being respectful, (e) being creative and interesting, and (f) being enthusiastic. These qualities generalize across the range of higher education institutions (Ismail, 2014; Schaeffer, Epting, Zinn, & Buskist, 2003; Vulcano, 2007; Wann, 2001). Students from different cultures also tend to value similar aspects of teaching, although there are some differences, for example, students from Eastern cultures prefer more structure to interaction with professors and more certainty about faculty expertise than their Western colleagues (Keeley, Christopher, & Buskist, 2012; Liu, Keeley, & Buskist, 2015 ).…”

mentioning

confidence: 99%

Excellent Teachers’ Perspectives on Excellent Teaching

Keeley

Ismail

Buskist

2016

Teaching of Psychology

View full text Add to dashboard Cite

Studies of master teaching have investigated a set of qualities that define excellent teaching. However, few studies have investigated master teachers' perspectives on excellent teaching and how it may differ from other faculty or students. The current study investigated award-winning teachers' (N ¼ 50) ratings of the 28 qualities on the teacher behavior checklist. There was substantial overlap in the importance placed upon various teaching qualities among award-winning teachers and other faculty. However, excellent teachers placed more value upon being prepared and forming rapport with students. Full professors placed more importance on several teaching qualities than associate and assistant professors. Teaching training programs should include broad definitions of excellent teaching that incorporate components that some faculty may otherwise overlook.

show abstract

“…The online version of the TBC was sent as a URL to 5238 faculty members in the SREB along with a consent form. The survey allowed the anonymous participants to rank the top 10 qualities of excellent teachers (see Ismail & Groccia, 2017 for a description of the survey), and the time spent completing the survey was recorded. There were 606 responses (11.6%) recorded, out of which 507 participants submitted their completed survey.…”

Section: Methodsmentioning

confidence: 99%

Foreign‐ and US‐educated faculty members’ views on what constitutes excellent teaching: Effects of prior graduate training, rank, and teaching experience

Ismail

Groccia

2022

New Drctns for Teach & Learn

Self Cite

View full text Add to dashboard Cite

This chapter compared views of US-and foreigneducated faculty who teach in American universities on what represents excellent teaching using an online version of the teacher behavior checklist (TBC). Demographic criteria (including prior graduate training in teaching, rank, and teaching experiences) were used as bases for comparison. Both groups agreed on eight qualities of excellent teaching (although in different order) and the results underscore the role of prior graduate training in teaching, rank, and years of teaching experience in how faculty perceive excellent teaching. The results contribute novel and useful insights into the literature on master teaching as well as to faculty/instructional developers in higher education.

show abstract

Foreign and U.S–Educated Faculty Members' Views on What Constitutes Excellent Teaching: Effects of Gender and Discipline

Cited by 4 publications

References 0 publications

No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers

No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers

Excellent Teachers’ Perspectives on Excellent Teaching

Foreign‐ and US‐educated faculty members’ views on what constitutes excellent teaching: Effects of prior graduate training, rank, and teaching experience

Contact Info

Product

Resources

About