Students’ Perceptions of Good Teaching
Center for Faculty Innovation
December 13, 2018
As I finalize grades and as course evaluations start trickling in, I started to ponder how students might define “good teaching.”
Based on a review of the literature, students’ perceptions of good teaching can be categorized into cognitive aspects of instruction and personal traits of the course instructor (Miron and Segal 1978; Gibson and Slate 2007). Examples of cognitive aspects of instruction include being organized and having good communication skills. Examples of personal traits include being accessible and empathic to student needs.
In a study on students’ perceptions of good teaching, Witcher et al. (2003) identified instructor traits
that included being…
- Student-centered
- Knowledgeable on subject matter/content area
- Professional
- Enthusiastic
- An effective communicator
- Accessible
- Competent
- Fair and respectful
- Provide quick and detailed feedback
The findings of the Witcher et al. were supported by a number of other studies (Acker 2003; Aulls 2010; Greimel-Fuhrmann and Geyer 2003; Guskey and Easton 1983; Onwuegbuzie et al. 2007). After reviewing this literature, I started to research tips that might increase students’ perceptions of good teaching that align with some of the traits listed above. A study by Freeman and Wash (2013) suggested the following strategies:
- Create lectures and materials that reach all learners
- Offer opportunities for cooperative learning
- Develop activities and assignments that encourage critical thinking
- Ensure that course work is relevant to course content
- Integrate technology when possible
- Provide humor when appropriate
Identifying and articulating good teaching is no easy task. Seasoned faculty often struggle to define good teaching. Students, however, seem to be clear (Korte et al. 2013).
The CFI teaching team wishes you a well deserved and restful winter break.
