Open AccessDemonstrating scholarship and effectiveness of teaching through the application of data collected from concept maps
Author(s) -
Raymond W Francis
Publication year - 2007
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.4.2.2
Subject(s) - dilemma , scholarship , promotion (chess) , higher education , academic achievement , mathematics education , scholarship of teaching and learning , faculty development , graduate students , psychology , medical education , teaching method , computer science , pedagogy , professional development , teaching and learning center , medicine , political science , philosophy , epistemology , politics , law
College faculty face the ongoing dilemma of balancing the professional emphasis on student learning with the administrative task of documenting student performance related to reappointment, promotion, and tenure. As tools in the undergraduate and graduate programs of an institution of higher learning, concept maps provide faculty with interesting and effective ways to assess learning by students in all academic areas. Concept maps can give students and faculty meaningful information about student performance. These tools are objective, meaningful assessments through which the instructor can monitor student progress, self-evaluate classroom performance, and revise the delivery of instruction in the collegiate classroom.