Conducted by the University’s Center for Teaching and Learning, the researchers were interested in finding out what factors led to improved teaching performance. The team analyzed the teaching surveys and conducted follow up interviews with 27 faculty from 10 of the 12 colleges at BYU. They reported 3 factors that contributed to improved teaching performance:
- Active/practical learning
- Frequent in class discussions
- Real world experience/practical applications of course content
- Clear expectations/learning outcomes
- Focus on defined learning outcomes
- Emphasis on learning outcomes when giving feedback
- Teacher/student interactions
- Demonstrating interest in students’ lives
- Learning students’ names
- Online student rating scores
- Mid term surveys and exit interviews
- Lack of excitement in class
- Personal desire
- Teaching support
- Teaching material
While the this research was conducted at one University, many of the findings and concepts can be universally applied. Indeed, many of the factors, including active learning techniques, defining learning outcomes, and personalism are advocated for in some of the most well known literature on college teaching including McKeachie's McKeachie's Teaching Tips and Fink's Creating Significant Learning Experiences. Both of these books can be found in the Office for Teaching, Learning and Assessment library.
References
McGowan, W., & Graham, C. (2009, December). Factors Contributing to Improved Teaching Performance. Innovative Higher Education, 34(3), 161-171. Retrieved August 21, 2009, doi:10.1007/s10755-009-9103-6
