Extending the domain of instructional effectiveness assessment in student evaluations of communication courses

Ronald E. Rice, Lea P. Stewart, Michele Hujber

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

Student evaluations of college-level courses are valuable tools for assessing and improving classroom teaching. However, they do not systematically capture information about the longer-term assessment of instructor and course effectiveness that could be provided by other stakeholders, such as alumni. To achieve this goal, an alumni teaching effectiveness survey was developed based on previous research findings, phone interviews, and a pilot survey, and then completed by one-year and 10-year graduates of the Department of Communication at a large public university. Results indicate that alumni believe that good instructors should demonstrate effective preparation, interest in course material and students, availability to students outside of class, effective pedagogy, practical application (e.g., "real-world" connections), classroom interaction with students, sociability, and a high level of scholarship. In general, according to alumni, being an effective communicator is an essential component of being an effective instructor.

Original languageEnglish (US)
Pages (from-to)253-266
Number of pages14
JournalCommunication Education
Volume49
Issue number3
DOIs
StatePublished - Jul 2000

All Science Journal Classification (ASJC) codes

  • Communication
  • Education
  • Language and Linguistics

Keywords

  • Alumni perceptions
  • Classroom communication
  • Course evaluations
  • Educational accountability
  • Instructional effectiveness

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