Assessing Teaching Effectiveness in a Basic Food Laboratory Setting: Phases 2 and 3, Educator and Student Responses

Abstract

To ensure a consistently high standard of teaching effectiveness in the delivery of instruction, universities employ various evaluation methods. The student evaluation tool (SET) has become the most commonly used measure of teaching effectiveness in a classroom environment. Most food laboratory instructors insist that these criteria are not appropriate when measuring teaching effectiveness in food laboratory settings. A SET previously developed for a basic foods laboratory was used to collect feedback from hospitality educators and students. Also, the researchers wanted to examine the data for significant differences between these two groups. The two groups did view many items of the SET differently, and the factor analysis showed the student section of the SET to be the difference. The study findings can assist educators with improving performance by incorporating student feedback to enhance teaching methods and delivery in a basic food laboratory.

KEYWORDS:

• student evaluation of teaching (SET)
• teaching effectiveness criteria
• basic food laboratory

The authors would like to thank Dr. Kevin O'Brien, Professor and Associate Dean, Department of Biostatistics, East Carolina University, for his assistance with the statistical analysis of this research.