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College Teaching from Multiple Angles: A Multi-trait Multi-method Analysis of College Courses

Author

Listed:
  • Corbin M. Campbell

    (Columbia University)

  • Jessica Ostrow Michel

    (Columbia University)

  • Shikha Patel

    (Columbia University)

  • Maia Gelashvili

    (Columbia University)

Abstract

As the field of higher education has used several methods to assess college teaching, the validation of these measures and how they relate to each other has been sparse. This study drew on data from a multi-institutional study of 587 college courses to examine the efficacy of two methods of measuring college teaching (class observation and syllabus analysis) in understanding six college teaching constructs. Results of the multi-trait multi-method (MTMM) modeling analysis revealed a confluence of theory and method in validation: observation was better suited for situated teaching theories that are embedded within disciplines and learners, while syllabus analysis was stronger for robust constructs (such as time on task) that examine coursework across contexts.

Suggested Citation

  • Corbin M. Campbell & Jessica Ostrow Michel & Shikha Patel & Maia Gelashvili, 2019. "College Teaching from Multiple Angles: A Multi-trait Multi-method Analysis of College Courses," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(5), pages 711-735, August.
    • Handle: RePEc:spr:reihed:v:60:y:2019:i:5:d:10.1007_s11162-018-9529-8
    DOI: 10.1007/s11162-018-9529-8
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    References listed on IDEAS

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    1. Chong Ju Choi & Carla C. J. M. Millar & Caroline Y. L. Wong, 2005. "Knowledge and Households," Palgrave Macmillan Books, in: Knowledge Entanglements, chapter 0, pages 53-64, Palgrave Macmillan.
    2. Ann E. Austin, 2002. "Preparing the Next Generation of Faculty," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(1), pages 94-122, January.
    3. Thomas F. Nelson Laird & Tricia A. Seifert & Ernest T. Pascarella & Matthew J. Mayhew & Charles F. Blaich, 2014. "Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(3), pages 402-432, May.
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    Cited by:

    1. Rocío Valderrama-Hernández & Fermín Sánchez-Carracedo & Lucía Alcántara Rubio & Dolores Limón-Domínguez, 2019. "Methodology to Analyze the Effectiveness of ESD in a Higher Degree in Education. A Case Study," Sustainability, MDPI, vol. 12(1), pages 1-27, December.

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