ERIC Number: ED498958
Record Type: Non-Journal
Publication Date: 2005-Jan
Building Pedagogical Intelligence. Carnegie Perspectives
Carnegie Foundation for the Advancement of Teaching
It is hard to find a campus today that does not collect student evaluations of teaching. Not everyone, it is true, puts full stock in the results, but it is hard to argue with the idea that students have important perspectives to contribute. The writer advocates that listening to students is a good idea that does not go far enough. Describing practices at Carleton College, where any faculty member can ask for a student observer to sit in on her or his classes, usually for the entire term, and Western Washington University, where a course which studies the teaching process, Hutchings notes that students not only receive training about what to look for in an effective classroom, they also have a powerful opportunity to reflect on the process of teaching and learning. Some may worry that giving students a bigger voice adds fuel to the fire of consumerism. According to the argument, students may know what they want, but faculty members know what they need, and have, after all, a responsibility to maintain the integrity of the educational process. That is just the point, says Hutchings. Part of a faculty's responsibility should be to let students in on the tricks and truths of the learning trade. Thanks to several decades of educational innovation and research, much more is now known about how learning occurs and what works in the classroom. Sharing that knowledge with students will make students better contributors to the improvement of teaching by raising the quality of the feedback they can offer.
Descriptors: Student Evaluation, Student Evaluation of Teacher Performance, College Faculty, College Students, School Effectiveness, Multiple Intelligences
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: email@example.com; Web site: http://www.carnegiefoundation.org
Publication Type: Opinion Papers
Education Level: Higher Education
Authoring Institution: Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA.