Doing vs. Doing Well
I was speaking with a colleague about the assessment tools we use for faculty evaluation. Like me, she has a critical response to them. The problem, from my point of view, is that we are using the worse of one-size-fits all methodology that focuses on being able to check off items of a rubric; items that do not focus on quality. For example, I have decided to include a lesson I taught concerning propaganda films in World War II.
I am going to say that this lesson helps meet for of the core competencies for the course:
- Explain the historical development of film.
- Explore the elements of specific film genres
- Validate the potency of film as an aid in discovering, transforming, and instilling values in individuals and a culture.
- Explain the importance of cultural diversity in a global community through films.
Among other things, my peer evaluator will be asked if my lesson advances those competencies. He will rightly answer, “Yes.” What he will not be asked is if I do it well. All that is important is that he can check the box.
In this lesson, I do use PowerPoint and have a poorly prepared slide; a slide that is the antithesis of a quality presentation. In this case, I do use the slide as a teaching tool to help students become better presenters. At this point in the presentation, I break from my main topic and give a mini-lecture on effective PowerPoint. I use the slide as an example of what not to do and tell students how I would improve it.
Funeral Mass for Jacqueline Brook
Thursday, March 1, at 10:00am
at St. Hugo of the Hills Chapel
2215 Opdyke Road
Bloomfield Hills, MI