Exploring Engineering Faculty Belief and Practices of Student Evaluation and Pedagogy
Evaluation of teaching is an integral component of engineering education that is designed to improve student learning and faculty practices. But the data and methods used to conduct evaluation can affect the way faculty make pedagogical choices. It is therefore important that educators and administrators better understand the ways in which faculty beliefs about teaching and learning are related to or affected by institutional evaluation approaches. The purpose of this research is to explore the ways in which institutional evaluation approaches influence the perceptions and actions of engineering faculty and in particular, the way faculty use these data to make changes or improvements to their teaching. To that end, we ask the following question: How do engineering faculty beliefs and practices about pedagogy influence their perceptions of institutional evaluation methods?