Teaching Assessment in Plant and Soil Science and Agricultural Economics Departments

Abstract

The process of evaluating teaching should involve students, teachers, and teachersi colleagues. In 1997 we used a mail survey and phone interviews to investigate teaching evaluation methods in departments of plant and soil science and agricultural economics at land-grant universities in the USA. These teaching evaluation programs were not always carefully planned, and 48% of respondents believed that their teaching evaluation systems needed improvement. Of 97 departments, only 36 used data from students, peers, and teachers themselves. Seventeen departments used data from only one source. Student rating forms were very important to 90% of the departments, peer review of teaching was very important to 59%, and teaching portfolios were very important to 50%. Random student comments, student exit interviews, student achievement, and in-class visits were of much less importance. Credit toward promotion and tenure was the most common reward for good teaching, but the practical implications of such credit depended on the institutionis overall attitude toward teaching.