Assessing Faculty Development Needs with Student Evaluations
Author Information
Author(s): Muacevic Alexander, Adler John R, Nausheen Fauzia, Bhupathy Renu, Mohsin Hina, Sheikh Shazia, Lyons Paul, Atapattu Dhammika N
Primary Institution: California University of Science and Medicine
Hypothesis
Can student evaluations effectively identify faculty development needs?
Conclusion
The faculty development program was effective and well-received by participants, highlighting the importance of student feedback in faculty improvement.
Supporting Evidence
- Student evaluations indicated improved faculty performance in teaching.
- The program was based on a needs assessment survey of faculty.
- Feedback from students was used to refine faculty development sessions.
- Areas of critical need included curriculum development and teaching skills.
- Faculty development sessions were conducted by both in-house and external experts.
- Student feedback highlighted the importance of technology in teaching.
- Improvements were noted in flipped classroom and laboratory session instruction.
- The program continues to evolve based on ongoing feedback.
Takeaway
This study shows that asking students what they think can help teachers get better at their jobs.
Methodology
The program was developed through a needs assessment survey of 17 faculty members and evaluated using student feedback.
Potential Biases
The feedback may reflect early challenges faced by the inaugural class, potentially biasing results.
Limitations
The study's findings may not be generalizable due to its focus on a new medical school and a small sample of founding faculty.
Participant Demographics
Founding faculty members of a new medical school.
Digital Object Identifier (DOI)
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