Chemistry education has been affected in various aspects, especially teaching models, teaching technology, curriculum design, and teaching assessment, in Chinese Mainland since COVID-19 struck. To explore the change in teaching performance and differences in those teaching performances between middle school teachers and university teachers, this…

We report an intensive graduate teaching assistant (GTA) training program developed at The University of Chicago. The program has been assessed and has been successful in preparing GTAs for effective discussion and laboratory teaching for both general and organic chemistry. We believe that this training program can provide insightful information…

This study describes the development and evaluation of a prep course for chemistry graduate teaching assistants (GTAs). The course was developed around three major goals: (i) building a community for new GTAs and socializing them into the department; (ii) modeling teaching with well-documented, innovative teaching and learning techniques; and…

Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of…

This biochemistry laboratory course was designed to provide significant learning experiences to expose students to different ways of succeeding as scientists in academia and foster development and improvement of their potential and competency as the next generation of investigators. To meet these goals, the laboratory course employs three…

Discusses some problems encountered in using questionnaires to evaluate teaching performance of both instructors and programs, involving ethical policy, identified and anonymous responses, study-teacher interactions, explanation of questionnaire results, test formats, and the state of the art used. (CC)

Discusses reasons why the use of student evaluations of their teachers has failed to achieve the intended purpose. (MLH)

Reviews literature concerning student evaluation of instruction and professors, including two articles published in the "Journal of Chemical Education" and one written by a respected chemistry teacher in the "Bulletin of the American Association of University Professors". (CC)

Contemplates reasons for the reluctance of chemists and scientists in general to expose their teaching to peer review. Describes the American Association for Higher Education's (AAHE) peer review project, the issues of fear, the arguments for peer collaboration and review, the results and impact of peer review on teaching, and future plans for the…

Discusses a questionnaire survey designed to obtain the opinions of chemical educators on the validity of various methods of evaluating teaching effectiveness, including student evaluation of instruction. Presented are the results obtained from 76 department chairmen and 53 professors. (CC)

Summarizes results of two questionnaire studies on student evaluation of courses and instruction, respectively, conducted in the Chemistry Department at the University of Wisconsin-Madison and by the Committee on Undergraduate Teaching of the Division of Chemical Education, The American Chemical Society. Included are two samples of the…

Summarizes a survey of students' criteria for favorable and unfavorable responses to teaching evaluation questionnaires, involving results from 40 undergraduate and 15 graduate students. Indicates the dependence between the student's expectations upon entering a course and his acquired experience upon its completion. (CC)

Attempts to correlate students' evaluation scores of professors to final examination scores. Data given strongly indicate that there is no correlation between instructor effectiveness and final exam marks. Results are applicable only to large freshmen classes where most of the factors are common to all students. (Author/SA)

Compares class size and faculty rating by students. Warns that certain instructors may not be effective with large class size (>100) but may be very effective with small class size. Infers that some poor large class instructors do not improve with time. (MVL)

Discusses the use of the data collecting and storage capabilities of the computer to monitor the progress of students and investigate the effectiveness of teaching strategies. (CC)