As you may know, I have been collecting data for two teaching surveys: “45 Teaching Errors” and “The 10 Percent Problem.” Click on the image below to view a .pdf file presenting the interim data and analysis (special thanks to Kamna Tiwari for preparing the bar graphs). Key findings are summarized below.
Key findings for the 45 Teaching Errors
The top 5 teaching errors are:
- Cannot teach
- Fail to engage class in the discussion
- Go too fast
- Does not use real-world examples
- Not communicating what students are expected to know
Key findings for The 10 Percent Problem
Top drivers of the 10 percent problem are:
- Focus on Results (enrollments and graduation rate)
- Lack of Management Experience in Industry
- Ineffective Equipment
- Unfocused/Confusing (teaching materials)
- Poor (teaching) Metrics
- Focus on Results (teach the course) vs. Process (how to teach well)
I hope you will share your comments or observations on the survey interim results.
And feel free to share this post with your colleagues.
I like this approach, but I think the number one problem “Cannot Teach” is hopelessly vague and not very useful. It could represent one of two things: (1) A summary construct representing a number of the other problems you identify (I doubt you’d find a student selecting “Cannot Teach” but not identifying any other problem) or (2) A student unwilling unmotivated or unable to devote the attention and perform the work required to learn – a student who does not take responsibility for learning and sees it as a result of being taught by the instructor – and who seeks an external attribution for failure.
To mitigate the second outcome, I would ask for an assessment of the student respondent using a list of learning problems, for example using your list of outcomes in the “How Could We Be So Stupid” post:
Student knows to look at the syllabus when they have a question about the course
Arrives to class on-time
Does not leave class early
Attends every class
Does all assignments
Follows assignment instructions
Submits assignments on-time
Negative or low responses to these or similar questions from a student who suggests the instructor can’t teach could indicate the response is an external attribution of failure to learn.
Thank you for your insightful comments. I agree with what you say and think that both (1) and (2) that you identify are operative. And I think a failure to learn is often tied to a lack of interest in the subject matter – either within or outside of one’s major.