Research News

Mon
Aug
29
In the fast-growing and job-rich disciplines of science, technology, engineering and mathematics, or STEM, improving instruction at the college level is critical to keeping students engaged in these fields. But filling in bubbles on institutionalized end-of-term teacher evaluation questionnaires, a standard practice at many large research universities, often fails to produce timely and meaningful data for improving instruction, according to a new study co-authored by Oregon State University's Bouwma-Gearhart and UW-Madison's Matthew Hora. Bouwma-Gearhart also is an alumna of UW-Madison's School of Education.