Rice, R.E., Stewart, L. P. & Hujber, M. (2000). Extending the
of instructional effectiveness assessment in student evaluations of
courses. Communication Education, 49(3), 253-266.
Student evaluations of college-level courses are valuable tools
for assessing and imrpoving classroom teaching. However, they do not
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
and a pilot survey, and then completed by one-year and 10-year
of the Department of Communication at a large public university.
Results indicate that alumni believe that good instructors should
effective preparation, interest in course material and students,
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,
to alumni, being an effective communicator is an essential component of
being an effective instructor.
For a full report, see http://www.comm.ucsb.edu/faculty/rrice/teachcon.htm
here for PDF copy of publication