The Journal of Effective Teaching

an online journal devoted to teaching excellence

Enhancing Teaching Effectiveness and Student Learning Outcomes

Allison Paolini1
Kean University, Union, New Jersey 07083

Abstract

This manuscript addresses how post-secondary educators can enhance their teaching ef-
fectiveness and student learning outcomes through student assessment. Highlights will
include evidence-based practices, teaching style, methodology, and the use of assessment
data for university instructors. Primary focus will be data obtained from key stakeholders
to improve teaching practices to better meet the needs, expectations, and goals of their
students, programs, and institutions, including consideration of implications for institu-
tional program assessment on a broader scale.

Keywords: Assessment, feedback, data, student outcomes, teaching effectiveness.

Assessment of effective teaching at all levels as a function of student learning outcomes

has become a major focus of discussion across the U.S. Graduation rates among African-
American, Hispanic, Native American, and low-income students are lower than other so-
cio-ethnic groups in the U.S. (NCATE, 2010). Forty-five states are now implementing
common core state standards to better align the K-12 curriculum across the country, and
many areas are tying teacher evaluations to student achievement. Unlike K-12 education,
higher education lacks uniform measures to assess the quality of classroom instruction.
Some proponents of assessment advocate for common final exams in large multi-section
introductory courses in departments at postsecondary institutions (Chingos, 2013). Since
no universal college-level assessment measures exist, however, we must focus on aspects
of instruction that positively correlate to teaching effectiveness, and use student feedback
and program benchmarks to assess that efficacy.

Literature Review
Teaching Excellence

Effective instructors commonly pride themselves on having positive student interactions

in and out of the classroom, provide prompt feedback, and encourage teamwork amongst
students (Hammer, Piascik, Medina, Pittenger, Rose, Creekmore, Soltis, Bouldin,
Schwarz, & Scott, 2010). The most impactful teachers also obtain and implement con-
structive feedback, and use different techniques to encourage active learning oriented to-
wards students becoming self-directed, independent, and critical thinkers (Hammer et al.,

1
Corresponding author's email: [email protected]

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2015 All rights reserved.
Enhancing Teaching Effectiveness and Student Learning Outcomes 21

2010). Exceptional instructors are culturally sensitive, respectful, passionate, and charis-
matic. They challenge students to work to their potential by setting high, yet reasonable
expectations, emphasizing open communication, and asking higher-order thinking ques-
tions that stimulate discussion. Committed to their craft, they practice teaching as an art
that requires modification and mastery.

Evaluating Teaching Excellence

Three predominant sources for teaching excellence assessment include students, col-
leagues, and the teacher. Students complete evaluations at the end of the semester to pro-
vide formative and summative feedback about the course and its outcomes. Colleagues
provide constructive feedback for their peers by acknowledging strengths, as well as are-
as for further improvement. Self-evaluation requires self-reflection and enables the in-
structor to assess his or her growth over time in order to highlight and acknowledge im-
provement (Hammer et al., 2010).

Best Practices

According to researchers from Flinders University (2013), several aspects of teaching in

Australia warrant evaluation, including a myriad of best practices that educators can use
to enhance student-learning outcomes. The primary evaluative aspect is assessing the
quality of classroom teaching. University instructors must be skilled, knowledgeable, in-
formed, and prepared in order to create optimum learning experiences (Flinders, 2013).
The most effective teachers deliver concrete, explicit, and engaging instruction, imple-
ment evidence-based classroom management and teaching strategies, and build strong
relationships with their students (Macsuga-Gage, Simonsen, & Briere, 2012).

Instructional Delivery. Teachers must prioritize the material they address to ensure that
it meets the course’s learning objectives. Effective teachers focus on core topics and se-
quence information to cover basic material before introducing new topics. Additionally,
they organize activities in strands, presenting content through small segments of instruc-
tion over several days, rather than planning one activity to address the entire concept.
They assign students activities that promote understanding of skills and knowledge
(Macsuga-Gage et al., 2012). They focus on engaging students to build their communica-
tion and social skills, learn how to work interdependently, and enhance their self-
efficacy. Effective instructors use specific praise, reinforcements, and constructive feed-
back to give students a holistic understanding of a topic.

Utilize empirically supported classroom management practices. Mastery instructors

engage in self-management and consultation, tracking their usage of classroom manage-
ment skills and developing action plans to modify their practices based on data (Macsu-
ga-Gage et al., 2012). Through consultation, instructors work with colleagues to collect
and implement data to gauge student strengths and weaknesses, and then use protocols to
turn weaknesses into strengths. The most effective teachers monitor progress and assess
how their changed practices have impacted student outcomes (Macsuga-Gage et al.,
2012).

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Paolini 22

Building positive relationships with students. To connect with students and impact
their lives personally and professionally, teachers must be student-centered and demon-
strate respect for their background, ideologies, beliefs, and learning styles. The best in-
structors use differentiated instruction, display cultural sensitivity, accentuate open com-
munication, offer positive feedback on students’ academic performance (Macsuga-Gage
et al., 2012), and foster student growth by allowing students to resubmit assignments pri-
or to assigning a grade.

Emphasizing quality over quantity. According to Weimer (2006), teaching content and
methods are inextricably linked and co-dependent; teaching material impacts student
learning more than the number of topics covered in class. Emphasizing quality helps stu-
dents gain a mastery understanding of topics through engaging in discussion and activi-
ties that help them grasp and retain materials (Weimer, 2006). Instead of teaching a vast
amount of information over a semester, instructors are encouraged to spend time on top-
ics that are most relevant and critical to targeted student-learning objectives for that
course and program (Weimer, 2006).

Challenging Course Curricula Emphasizing Higher Order Thinking Skills. Essential

targets for instruction include encouraging students to focus on the most compelling
course concepts, develop higher-order and critical thinking skills, and demonstrate the
application of their knowledge. Research has shown that students put less effort into dif-
ficult courses compared to less rigorous courses, find them to be less meaningful, and are
less confident that they can do well in the class (Lynch, 2008).

To challenge students and create a stimulating, engaging environment, instructors need to

assist them in thinking outside of the box in critical and creative ways. Connecting cur-
ricula to students’ lives and offering opportunities for them to innovatively employ their
knowledge to solve relevant issues are also effective teaching practices (Lynch, 2008).
Experiential activities such as role playing, completing case studies, cooperative group
work and thought-provoking discussion questions all allow students to apply their
knowledge. To captivate students’ attention and help them retain information, instructors
can ensure that assignments address and contribute to identified outcomes for the major.
They can also use techniques to foster maximum learning (asking higher-order critical
thinking questions, problem based learning, case studies, computer based learning), criti-
cal reflection (logs, journals, collaborative learning), and inquiry (small group learning)
(Lynch, 2008).

Faculty and Student Interaction. Faculty and student interaction refers to the degree of
responsiveness, helpfulness, concern, approachability, compassion, and understanding
that instructors’ display towards their students. Research shows that students are more
likely to interact with instructors and be more academically successful if their instructors
possess leadership skills, and are sociable, intelligent, objective, and supportive (Furnham
& Chamorro-Premuzik, 2005).

In accordance with Komarraju, Musulkin, & Bhattacharya (2010), researchers found that
students who believed that their instructors were respectful and available reported higher

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Enhancing Teaching Effectiveness and Student Learning Outcomes 23

levels of confidence in their academic skills and increased levels of intrinsic and extrinsic
motivation. Students who felt that faculty lacked interest in them reported feeling less
motivated (Komarraju et al., 2005). Faculty who encourage students to come to office
hours, ‘bring themselves to the classroom,’ share personal anecdotes, and demonstrate a
genuine personal and academic interest in students report stronger student outcomes
(Cox, McIntosh, Terenzini, Reason, & Louvsky-Quaye, 2010).

Numerous techniques can increase positive interactions between faculty members and
students. Instructor availability fundamentally impacts student success and educator ef-
fectiveness. Students who feel that their instructors are understanding and communicate
frequently will be more likely to succeed academically (Bain, 2004). Instructors who
communicate openly, respond quickly to email, clearly address expectations, provide stu-
dents with substantial constructive feedback produce positive student outcomes. Provid-
ing assignments that students find relevant, timely, relatable, and encourage personal in-
vestment can build trust amongst class members and instructors (Bain, 2004).

Lessons that encourage students’ opinions and feedback increase students’ sense of self-
efficacy and self-esteem. Showing empathy and sensitivity towards students who may be
struggling personally or academically can strengthen the student/instructor relationship
(Bain, 2004). If students sense that instructors care about them and are invested in their
success, they are more likely to feel hopeful about their chances of succeeding and be
more willing to engage. Developing a strong rapport with students stimulates student mo-
tivation, classroom discussion, and rates of satisfaction, better communication, and trust.
Instructors who take the time to know their students create a more productive and proac-
tive classroom experience (Weimer, 2010).

Supporting student success is vital for student persistence, learning, and satisfaction
(Weimer, 2010). Active mentorship can connect students to opportunities for counseling,
peer mentoring, and writing. Student retention depends on teachers effectively communi-
cating concepts, expectations and identifying resources for support. Students’ likelihood
of using such support often correlates to the quality of relationship they have developed
with the faculty members who are encouraging them to reach out.

Differentiating Instruction. Differentiation is an aspect of a teachers’ professional, ped-

agogical competence that ensures that each student achieves the intended learning target
(Burton, 2003). Effective instructors utilize a variety of learning modalities to differenti-
ate instruction for an array of student learning styles. Some argue that schools are respon-
sible for adapting to the developmental needs of every learner (Coffey, 2007). Due to the
increasing heterogeneity of students, attention is increasingly paid to ensuring that all
students receive an appropriate education through auditory, visual, and kinesthetic mate-
rials (Humphrey et al., 2006). Instructors attempt to meet their students’ learning needs
and use additional techniques if students struggle to understand course content and appli-
cations. Congruent teaching implies that a teacher models his or her pedagogical theories,
and can be used in addition to differentiated instruction to stimulate student learning and
ensure that all students’ needs are met (Loughran & Berry, 2005). Congruent instruction

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Paolini 24

is innovative in that it allows students to introduce a variety of educational principles in

classroom practice (Loughran & Berry, 2005).

Learning is Culturally and Socially Relevant to Students’ Lives. Learning outcomes

describe the measurable skills, abilities, knowledge, or values that students should have
amassed upon finishing a program (USC, 2010). Culturally relevant teaching empowers
students socially, emotionally, intellectually, and politically by creating a connection be-
tween students’ home and school lives, while meeting district curriculum requirements
(Ladsen-Billings, 1994). Learning must be socially relevant to students’ lives to help
them apply classroom content outside of school. According to Anderson & Burns (2013),
one strategy that instructors can use to assess relevance is to ask students to write a one-
minute paper on the topics that they found most significant during the class. This allows
students to consider what they deemed relevant, and to explore the depth of their
knowledge (Anderson & Burns, 2013).

Course Organization and Planning. Bain (2004) states that organization and planning
assess several key factors: an instructor’s ability to clearly communicate course expecta-
tions, create course assignments that aid student learning, prepare lessons that demon-
strate knowledge of course content, and emphasize relevant course concepts.

Benton, Duchon, and Pallett (2013) conducted a study on the relationship between stu-
dent self-reported ratings on their perception of learning and performance based upon
course organization and importance of material. Students who rated themselves as excep-
tional found the course to be organized, perceived the material to be relevant, and per-
formed better on exams and coursework than students who rated their progress as being
moderate or less (Benton et al., 2013). This study substantiates the importance of struc-
turing courses to foster positive learning outcomes.

Research also shows that students excel when they feel the instructor is prepared, knowl-
edgeable, and organized (ETS, 2013). It is essential for educators to provide detailed syl-
labi with course information, objectives, assignments, course policies, grading rubrics,
due dates, and a tentative schedule. Teacher preparation, knowledge of subject matter,
and organization play an instrumental role in student success (Bain, 2004). Well-prepared
and organized instructors produce higher-achieving students, who score higher on apti-
tude and achievement tests, demonstrate higher grade point averages, and complete as-
signments in a more comprehensive and detailed manner (Teitel, 2004).

According to the National Council for Accreditation of Teacher Education (NCATE,

2010), two components are essential ingredients for teacher preparation: knowledge of
the subject matter, and the ability to effectively disseminate knowledge. Data results from
this scale enable instructors to make changes regarding their preparedness, course struc-
ture, course objectives, and relevant assignments, to clarify the course’s purpose and
connect the materials and assignments to enhance student-learning outcomes (NCATE,
2010). A direct correlation likely exists between course organization, planning and stu-
dent success; the more organized and planning-oriented an instructor is, the more likely
students will be to view him or her as knowledgeable and learn the material in a struc-

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Enhancing Teaching Effectiveness and Student Learning Outcomes 25

tured manner. In contrast, receiving a low score on the Course Organization and Planning
scale may indicate that the course lacks cohesion and clarity. The instructor may not have
effectively disseminated information about course requirements and their impact on stu-
dent learning. Low scores on this scale may indicate students’ dissatisfaction with the
scope or delivery of the course (ETS, 2013).

Instructors can use the following suggestions to improve course organization:

Course objectives are derived from an approved program or major. Well-organized

courses consider learning objectives as an essential component of each course’s design.
Such objectives are achieved via course content, assignments, readings and supplemen-
tary materials, and frequent classroom discussions.

Organization is pivotal for instructors to disseminate information in a clear and orderly

manner. Creating a semester agenda, which highlights relevant topics and activities to be
covered during a given class, gives students a clear and detailed syllabus with course re-
quirements, timelines and expectations.

Identifying challenging course curricula that encourage students to work collaboratively

equips students to creatively and/or critically apply knowledge to solve relevant problems
or questions. Such learning is more likely to be retained over time.

Conducting a “post mortem” on lessons can help instructors decide if instructional

changes are needed. An instructor should reflect on questions like: ‘To what extent were
students participating?’ ‘To what extent did students make connections from the lesson to
targeted learning outcomes?’ ‘How did students perform on formative measures (quizzes,
papers) related to the content of the “post mortem” lessons?’ While university faculty
typically focus on content, the absence of emphasis on pedagogy may explain why stu-
dent learning may not meet expectations.

To enhance student learning and help students meet expectations, instructors can prompt
them to gain proficiency in research skills by assisting them in moving beyond using per-
sonal opinions as the sole basis for responses. Recognizing that critical thinking involves
assessment, examination, and reflective reasoning of existing information, ideas, beliefs,
and speculations, effective instructors encourage students to gain proficiency in locating
and retrieving scholarly information on the assigned topic.

By integrating scholarly research into their instruction, instructors can respectfully chal-
lenge a student’s viewpoint to elicit a deeper, more reflective response using a reply sup-
ported by peer-reviewed literature. Instructors can mandate the use of peer-reviewed
sources in addition to course textbooks, ask questions directly related to the student’s re-
sponse, and limit the overuse of direct quotations.

Instructors can choose not respond to students in an authoritative manner that limits dis-
cussions, and be more flexible and open-minded to keep discussions moving. They can
solicit opposing views by encouraging students to make a justified argument for or

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Paolini 26

against a topic, and offer questions that cannot be answered with a simple yes or no. By
stimulating a student’s reasoning process through thought-provoking questions, instruc-
tors move students beyond defining a topic to making an evaluative value judgments
based on in-depth interpretation of relevant information.

Communication. Effective communication is a fundamental component of good teach-

ing. An instructor’s communication skills during lesson delivery is a distinguishing factor
in student learning outcomes. According to Meyers (2004), students’ perception of in-
structor credibility holds much clout. Credibility includes competence (instructors’
knowledge), character (honesty and integrity), and caring (ability to express concern
about a student’s welfare) (Meyers, 2004). Research shows a significant and positive re-
lationship between instructors’ credibility and their ability to communicate effectively
with perceived teaching effectiveness and student motivation (Meyers, 2004). Students
who perceive instructors as highly credible see them as more effective and competent,
and report higher levels of motivation.

Effective communication also increases according to an instructor’s degree of enthusi-

asm, a classroom environment’s level of stimulation, and the use of challenging questions
to provoke critical thinking skills (ETS, 2013). According to Sidelinger (2010), perceived
instructor clarity and non-verbal immediacy were strong predictors of students’ willing-
ness to participate in class and engage in self-regulated learning. Sidelinger (2010) also
found that students who take ownership of their assignments, communicate effectively
with their instructor, and feel engaged and stimulated, experience a greater degree of stu-
dent involvement and more positive student outcomes.

Instructors can adopt a variety of practices to improve their communication skills. Char-
ismatic instruction engages and stimulates student attention and participation, which posi-
tively impacts student outcomes. Preparing well-developed lessons with specific, illustra-
tive examples, varying speaking tones, and integrating experiential and hands-on activi-
ties can energize students and boost their engagement. Instructors who are effective
communicators are aware of the variety of learning modalities that can address differ-
ences in students’ learning styles when they struggle to understand course content and its
applications.

Open communication builds rapport and allows instructors to connect with students both
personally and professionally. Research demonstrates that students who feel that they can
talk honestly and openly with their instructor are more academically successful (Drum-
mond, 1995). Such communication enables students to feel comfortable and safe in learn-
ing situations, and frames questions as positive rather than punitive. It is critical for facul-
ty to create a learning environment that encourages students to be authentic and willing to
ask questions without fear of criticism or negatively impacting their grade.

Stimulating Class Environment. Creating a stimulating and engaging classroom envi-

ronment is pivotal to student success. Research has demonstrated that experiencing posi-
tive emotions can foster well-being and improved student outcomes (Williams, Childers,
& Kemp, 2013). Williams et al., (2013) found that students who experience positive emo-

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Enhancing Teaching Effectiveness and Student Learning Outcomes 27

tions and are stimulated in the classroom also experience higher levels of motivation, and
demonstrate behaviors that lead to academic success including studying, attendance, en-
hanced participation, and increased understanding of course materials. Williams et al.
(2013) also found that such students also had a more positive outlook on their academic
accomplishments.

To further stimulate students, instructors can employ activity-based learning strategies

that empower them to enhance metacognitive abilities by applying classroom information
to their own lives (Pang, 2010). Through using activity-based learning strategies and stat-
ing course expectations and goals, instructors help students increase their self-regulation
skills and take responsibility for their learning and application of material (Pang, 2010).
Encouraging students to take ownership of their learning also allows them to experience
enhanced self-direction and self-awareness.

Student Effort and Involvement. Research shows that student-learning outcomes are
not solely controlled by an instructor (ETS, 2013). Other variables include their time
spent studying and completing assignments, their level of preparation for each class, and
attitudes towards content (ETS, 2013). Instructors can use evidence-based teaching prac-
tices to increase student effort and participation through hands-on experiential activities,
cooperative learning in small groups, asking higher-order questions, and large group dis-
cussions (Center for Faculty Excellence, 2009).

Instructors may work individually with students to help them accept responsibility for
their performance, increasing their self-motivated involvement. When held accountable
for their own learning, students adopt an active role in the process through engagement in
their assignments, class activities, and special department or program events. By prepar-
ing, rehearsing, learning, and remembering knowledge through watching tutorials, com-
pleting practice exercises before learning new material, and tracking their progress, stu-
dents are more likely to succeed academically (Khan Academy, 2013).

Asking students what they want to learn and accomplish by the end of the course em-
powers them and makes the information relevant to them. Providing timely and expert
feedback assists students in understanding course material, while giving positive feed-
back enhances a student’s belief in his/her abilities. Assigning papers and projects that
are relevant to student lives and interests helps foster connections between instructors,
students, and peers, thereby creating a stimulating and collaborative atmosphere that con-
ducive to learning.

Involvement and engagement are the main components in student learning. Having stu-
dents work in small groups on experiential tasks allows them to brainstorm, learn from
one another, and collaboratively apply knowledge. The more that instructors motivate
and encourage their students to succeed, the more likely students will be to feel connect-
ed to the material, believe in themselves, and increase their learning outcomes.

According to Webber, Krylow, & Zhang (2013), student involvement and effort are key
factors to success in college. Higher levels of student engagement significantly enhanced

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Paolini 28

GPA and students’ perception of their college experience. Students who were prepared
for classes they considered to be challenging had higher GPAs and reported more ful-
filling college experiences (Webber et al., 2013).

Cultural Sensitivity and Culturally Responsive Teaching. Students will be more likely
to participate in a classroom experience in which they feel the instructor is culturally sen-
sitive and displays an awareness of and appreciation for cultural differences. Instructors
can express their valuing of diversity by expecting all students to be active in the class-
room regardless of disability, race, language, religion or SES status (Fallon & Brown, p.
192, 2010). Instructors can foster inclusivity by helping all students feel welcomed, ac-
cepted, understood, challenged, and accomplished. In this environment, students who are
enabled to develop social and cultural capital through relationships with others foster a
community of engaged learners (Center for Faculty Excellence, 2009). Through cultural-
ly responsive strategies, educators can create a classroom learning environment that mer-
its learning for all (Fallon & Brown, 2010, p. 192).

According to Turnbull, Turnbull, & Wehmeyer (2007), instructors need to “reflect on

what they believe about cultural groups other than their own and attempt to identify pat-
terns across environments that contribute to or detract from student growth.” Students are
motivated differently depending upon their culture, and therefore require differential
learning instruction to meet their needs. Ginsberg & Wlodkowski (2007) state that teach-
ers need to create a respectful, inviting, and inclusive classroom environment that cele-
brates student similarities and differences, since cultural isolation decreases motivation.
Instructors should modify assignments that only examine an individual’s perspective, de-
velop a collaborative environment that encourages group work, assign creative tasks that
enable students to explore their strengths, promote differing worldviews, and give as-
signments that encourage critical thinking. To maximize learning, instructors need to in-
tegrate the different cultures in their classroom into their teaching practice (Gay, 2000).
Culturally responsive instructors encourage students to use their cultural experiences to
deepen their learning, and develop learning tasks that are relevant and meaningful for
students (Gay, 2000).

Instructional Strategies. Instructors can use a myriad of strategies to optimize student

learning. Cooperative learning groups give students opportunities to collaborate on brain-
storming ideas and completing assignments. Instructors can enable students to think criti-
cally and problem solve by integrating problem-based group assignments for students to
complete individually or in a group.

Experiential learning includes experiencing an activity, sharing or publishing reactions or

observations, analyzing or determining patterns, inferring or generalizing, and applying
information (NCCIC, 2009). Activities in this mode allow students to apply knowledge,
encourage collaborative participation and engagement, and boost students’ communica-
tion, social, and problem solving skills. Personalized reflection and applying learning to
other contexts are critical factors in effective experiential learning. A comprehensive re-
view of research literature on college learning determined that in studies measuring in-
formation retention after a course, transfer of knowledge in new situations, problem solv-

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Enhancing Teaching Effectiveness and Student Learning Outcomes 29

ing, thinking, attitude change, and motivation, active learning was always more effective
than solely lecturing as a teaching technique (Felder, 2007). Instructors can also develop
hybrid courses that integrate online components into traditional classroom settings, al-
lowing students to interact with the teacher and students and complete group activities in
class, and complete assignments and submit them via e-mail, Google Drive, Blackboard,
or other venues.

Supplementary Instructional Materials. In this technologically driven society, integrat-

ing technology into classroom learning is key. Using technology enables students to see
tutorials online, access course information and submit assignments, instantaneously dis-
cuss opinions with peers, and review presentations for supplementary information to
deepen learning. Solely utilizing a didactic approach prevents students from optimally
processing and applying their knowledge, and negatively impacts their ability to concep-
tualize material and practice skills. Instructors who integrate technology into their class-
rooms increase student engagement (ETS, 2013). A professor can speak over a Power
Point presentation that students have reviewed prior to class, and have students complete
experiential activities based upon the presentation. Classes conducted in virtual chat
rooms, discussion boards and Internet forums allow users to instantaneously post assign-
ments, questions, or messages for other class members or the instructor.

In a study conducted by CompTIA, 78% of instructors believed that technology positive-

ly impacted their classroom. Generation Y students who have grown up in a digital world
feel a great sense of disconnect when educators put them in a 19th-century traditional
classroom setting (Lytle, 2011). Incorporating popular new technologies as new learning
tools can impact the effectiveness and delivery of student instruction (Mishra & Koehler,
2006).

Supplementary instructional materials include online tutorials, instructional software and

other web-based resources that enhance student engagement in place of standard presen-
tation formats. Students practice skills through interactive tutorials and exercises, com-
puterized or digitally recorded presentations and demonstrations, reading materials de-
veloped by instructors or in assigned textbooks, examples and exercises in the student’s
field of interest, links to other relevant online materials; and individual and group labora-
tory assignments.

Students in large lecture classes are more passive than students who personally interact in
smaller classes (ETS, 2013). Thus, students benefit from online discussions where they
can easily communicate with each other (Mishra & Koehler, 2006). Working in assigned
peer learning groups assists at-risk students in building social and communication skills,
while message boards, chat rooms, Google Documents, and blogs build communication
between students and instructors (NCATE, 2010).

Using Evaluation Assessments to Improve Practice

Universities use many different course evaluation tools to assess students’ perceptions of
effectiveness of their instructor and course. Using a rating scale from most effective to

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Paolini 30

least effective, sample questions may include, ‘The instructor was prepared,’ ‘The in-
structor was available,’ ‘The course was organized well,’ ‘The instructor clearly commu-
nicated expectations,’ or ‘The instructor was enthusiastic.’

Over 800 universities nationwide use the SIR II Student Instructional Report (ETS, 1994)
to assess students’ perceptions of their higher education learning experience. This survey
helps educators improve teaching effectiveness and quality of student learning by reveal-
ing students’ perceptions about course design and instructional delivery without taking up
an exorbitant amount of class time. It provides comparative data on variables including
course design, instruction, and grading practices to help faculty members compare their
scores to data from similar national institutions and courses. If not the SIR II itself, most
universities use a survey that assesses teaching effectiveness addressing similar catego-
ries. The SIR II provides students with an anonymous platform to evaluate both course
and instructor in a given semester, and allows them to assess their own learning out-
comes.

Open-minded instructors can use results from the SIR II to gauge which aspects of their
course or teaching could change to yield better student outcomes, as well as identifying
areas in which they are excelling (ETS, 2013). Primary targets include utilizing evidence-
based practices to evaluate the effectiveness of instruction and demonstrating the degree
of satisfaction of student-learning objectives. University faculty members should be re-
sponsive to student feedback, as this data is essential to ongoing course, program, and
instructor improvement.

Conclusion
The most impactful student-centered instructors utilize specific interventions including
the following: creating stimulating curricula, interacting with students, being available
and approachable, using differential instruction, addressing relevant material, being cog-
nizant of depth vs. breadth, offering cultural responsiveness, and developing structured
courses that enable them to facilitate information and empower students. Effective in-
structors also gather, collect, interpret, and implement data to assess student strengths and
weaknesses, student learning, and the value of their instruction. The SIR II survey is an
extremely effective tool in obtaining data. Similar to deliberate practice, which includes
practicing and mastering strategies shown to elicit positive outcomes and assessing effec-
tiveness of services via stakeholder feedback, using the SIR II enhances teaching effec-
tiveness through a structured template with specific categories that reflect student learn-
ing. Instructors who utilize SIR II results to guide their practice develop classrooms that
foster engaged teaching and learning.

Building a competent community of learners also requires that instructors be prepared

and well-versed in their subject matter, design courses that reflect standards, and clearly
communicate course content and expectations. Such instructors stimulate students’ inter-
est via discussion, experiential and action-oriented activities, and group work. Active
learning occurs when instructors connect relevant material to students’ lives. The best
instructors provide high expectations, challenge students beyond their comfort zone,

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Enhancing Teaching Effectiveness and Student Learning Outcomes 31

make learning collaborative and interactive, and display care and concern for their stu-
dents’ learning and growth.

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