Bernold, L E (2007) Teaching evaluations for construction engineering and management: Opportunity to move us forward. Journal of Construction Engineering and Management, 133(2), pp. 146-156. ISSN 0733-9364
Abstract
Engineering education is challenged to usher in new approaches to preparing its students for their professional careers. Many blue-ribbon committees call for systematic modifications in research universities to clear the path for cross-disciplinary learning communities. In this context, the paper investigates the effect of student ratings as a measure of teaching effectiveness. One survey found that engineering sophomores perceive active student-centered teaching methods as greatly ineffective, while a second survey highlighted that lecture-based teaching underpins student rating forms used at U.S. research universities. With the goal of aligning teaching objectives, learning outcomes, and the criteria for evaluating teaching, a student rating form is presented. The scales of the multidimensional construct are based on the most up-to-date understanding of effective pedagogy, the new American Accreditation Board for Engineering and Technology criteria, and a view of the future of our profession. The importance of this paper lies in its science-based proposal underlying a call for the establishment of a coalition to validate a constructive approach to further teaching performance in the field of construction engineering and management.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | engineering education; evaluation; students; teaching methods |
| Index terms: | engineering education, student-centered, learning outcome, effectiveness, pedagogy, teaching method, profession, construction engineering, survey, science, proposal, career |
| Subjects: | institututions, specialized education, data collection methods, project planning, professional development, teaching methods, performance management, engineering methods, student experience, student development, professional education |
| Topics: | Education, Quality Management, Roles and Professions, Engineering Principles, Information Management, Project Management, Research Practice |
| Descriptive scope: | 3 PCE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here