Teaching Evaluations for Construction Engineering and Management: Opportunity to Move Us Forward
Publication: Journal of Construction Engineering and Management
Volume 133, Issue 2
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.
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Acknowledgments
The writer would like to thank the many colleagues from ASCE’s Construction Research Councils who took the time to collect and send me the SRTs from their schools and other related information.
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Information & Authors
Information
Published In
Journal of Construction Engineering and Management
Volume 133 • Issue 2 • February 2007
Pages: 146 - 156
Copyright
© 2007 ASCE.
History
Received: Feb 2, 2006
Accepted: Jul 26, 2006
Published online: Feb 1, 2007
Published in print: Feb 2007
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