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Developing a framework for assessing teaching effectiveness in higher education

Lookup NU author(s): Emerita Professor Jarka Glassey

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND).

Abstract

© 2019Evaluating the effectiveness of teaching and learning core knowledge outcomes and professional skills is a highly challenging task that has not yet been satisfactorily addressed at higher education level. The iTeach European project consortium developed a framework for assessing the effectiveness of various pedagogical methodologies in chemical engineering education, including those aiming to promote important core competencies related to employability, in a range of geographical and educational contexts. The framework was firstly implemented in a core chemical engineering area (reaction engineering) to check its usability and robustness, and subsequently was also tested on a range of subject areas from various branches of engineering and other disciplines, one of which is analysed in more detail in this contribution. The results of this broader assessment encompassed a much more diverse student body with varying educational experiences and a wider range of different teaching methodologies. The outcomes of this assessment are highlighted and the benefits of such an objective approach for evaluating teaching effectiveness is discussed.

Publication metadata

Author(s): Miguel CV, Moreira C, Alves MA, Campos JBLM, Glassey J, Schaer E, Kockmann N, Porjazoska Kujundziski A, Polakovic M, Madeira LM

Publication type: Article

Publication status: Published

Journal: Education for Chemical Engineers

Year: 2019

Volume: 29

Pages: 21-28

Print publication date: 01/10/2019

Online publication date: 06/06/2019

Acceptance date: 05/06/2019

Date deposited: 19/08/2019

ISSN (electronic): 1749-7728

Publisher: Elsevier B.V.

URL: https://doi.org/10.1016/j.ece.2019.06.001

DOI: 10.1016/j.ece.2019.06.001

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