Self Evaluation of Teaching & Learning

Self‐Evaluation of Teaching and Student Learning

This has been largely addressed in the previous section. This section will address the scores from the course evaluations. Figure 4 displays the overall professor scores for courses that I’ve taught at least twice. With one exception, the scores have been above the UOIT and FOHS averages.

More information on each of the courses that I’ve taught can be found in the Appendices.

Figure 4. Overall professor scores for courses that have been taught multiple times.

The exception is NURS2820 Integrated Health Assessment and Pharmacology. This course has three separate components and is taught across three campuses by three instructors. In addition, the theory component that I teach is offered fully online and is often the first fully online course that these students have enrolled in. The student comments reflect dissatisfaction with several issues.

Some students did not like having multiple components contained in a single course: “This course is three in one, too heavy to be online” (W2013) AND “Too much contents are put in together. Basically combining two courses together is not the best idea. Here pharmacology and health assessment are two heavy loads put together.” (W2014) AND “Also having this course combined with health lab is a bit much at times.” (W2014) AND “The content and workload of this coarse together with health assessment is very dense.For Pharmacology, the professor helps us to focus on the content that are needed which is helpful.” (W2014) AND “The workload for this class was high because it includes a lab portion and math portion as well. I didnt like how there was a lab, pharm class and math portion all in one class. It was a little overwhelming.” (W2014) AND “it should not be combined with the lab. there needs to be a separate class for that.” (W2014)

Some students did not like having multiple instructors for the different course components: “having to communicate the math portion with another instructor was difficult and I often had questions left unanswered on more than one occasion.” (W2014) AND “Questions asked to instructor during online discussion were not answered as she kept dterring to ask math instructor.” (W2014)
Some students did not like the online format: “To me, the quality of the course plummets due to the one single fact that it is online. It simply is impossible to have the same quality learning experiance through an online course.” (W2013) AND “I think this course should really ahve been an in class lecture at the Barrie campus as opposed to offerign it to them through webcast.” (W2014)
Some students did not understand the concept of a flipped classroom: a flipped classroom is one where course content is covered during the week and the classtime reserved for answering questions and promoting discussion. Even though lectures were recorded, some students still wanted to go through the course content in class. Relevant student comments: “Soemtimes, online discussion was only driven to multiple choice questions, and powerpoint content was left out.” (W2014) AND “The students are then responsible to learn the rest of the material on their own, which is difficult and frustrating. We are paying student, and this set up is not worth what we are paying for. Not only does it put the teachers in a difficult time constraint, it does not promote optimal learning situations.” (W2013)
Some students enjoyed the course: Relevant student comments: “For Pharmacology, the professor helps us to focus on the content that are needed which is helpful.” (W2014) AND “I strongly think that this course is great the Prof was good” (W2014)

Because these are mainly systemic and programming issues, the course will be redesigned and divided into two separate course- one course will include the Health Assessment and the second course will include the Pharmacology theory and med math. However, the new courses will not be offered until Winter 2017.