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Direct linkKuiper, Paula; VanOeffelen, Rachel; Veldkamp, Simon; Bokma, Isaac; Breems, Luke; Fynewever, Herb – Journal on Excellence in College Teaching, 2015
Using Max Weber's theory of ideal types, the authors classify the formative assessment techniques used by 12 college instructors. Their data reveal two pairs of opposing preferences: (1) highly preplanned vs. highly emergent and (2) focused on individual students vs. focused on the class as a whole. Using interview data, they illustrate how each…
Descriptors: Formative Evaluation, Teaching Methods, Social Theories, Higher Education
Komos, Michael – Journal on Excellence in College Teaching, 2013
This study examined the characteristics of effective teaching as perceived by undergraduate adjunct faculty members in a large proprietary university. Three factors were identified through an exploratory factor analysis: Regard for the Student, Instructor Competence, and Instructional Proficiency. The author concludes that additional studies are…
Descriptors: Teacher Effectiveness, Instructional Effectiveness, Adjunct Faculty, Teacher Attitudes
de Oliveira, L. C.; Lan, S-W. – Journal on Excellence in College Teaching, 2012
This article explores an evolving mentor-mentee relationship between a nonnative English-speaking (NNES) advisor and an NNES graduate student by providing recounts of the work in which they engaged to prepare the NNES graduate student for the demands of advanced academic literacy and for teaching in higher education in the context of a Ph.D.…
Descriptors: Higher Education, Mentors, Graduate Students, English (Second Language)
Mthethwa-Sommers, S. – Journal on Excellence in College Teaching, 2012
This article draws from an action research case study undertaken by an African-born faculty member who speaks English with a foreign accent. The study employed co-teaching as an intervention method to (a) test the hypothesis that co-teaching with an instructor born in the United States from the dominant racial and linguistic group might reduce…
Descriptors: College Faculty, Social Justice, Action Research, Preservice Teacher Education
Ates, B.; Eslami, Z. R. – Journal on Excellence in College Teaching, 2012
The authors report on a qualitative multiple case study exploring the perceptions of nonnative English-speaking (NNES) and native English-speaking (NES) graduate teaching assistants (GTAs) toward undergraduate preservice teachers at a university located in the Southwestern United States. Three NNES GTAs and one NES GTA participated in the study.…
Descriptors: Higher Education, Teaching Assistants, English Teachers, Teacher Qualifications
