By Allen M. Tough
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Extra resources for Intentional Changes: A Fresh Approach to Helping People Change
Although institutions typically implement student ratings as an indicator of contingent faculty effectiveness, they are less likely to be subject to the same administrative or peer evaluations as their full-time counterparts (Langen, 2011; Marble & Case, 2013). This issue is intensified in the online environment in which universities may be more reliant on contingent faculty to teach online course offerings (Allen & Seaman, 2008; Lyons, 2007). ) with particular focus on emphasis on barriers to implementation.
Attitudes, climate, organizational structure, faculty governance, funding) are relevant to all universities. But, it is equally important to examine unique factors that may affect the evaluation of online teaching based on specific institutional, organizational, or programmatic barriers at your institution. For example, if, similar to my colleague, your university is facing an impending external accreditation visit, there may be additional considerations that affect how you design and implement an evaluation of online teaching to fit a specified time line.
Although the purpose of the committee was to examine the merit of the evaluation process, a significant portion of time was spent debating the general viability of online education. Several members of the committee, primarily those with limited online teaching experience, were adamantly against using an evaluation rubric. One faculty member vehemently stated, “I don’t use rubrics to measure how well I teach in my regular classes. ” The most strenuous arguments in opposition to the evaluation process targeted academic freedom and the union contract.