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Re: Are Tenure Track Professors Better Teachers?
Posted:
Sep 15, 2013 12:01 AM


On Sep 14, 2013, at 11:58 AM, Richard Hake wrote: > Scott Jaschik (2013) in his "Inside Higher Ed" report "The Adjunct > Advantage" at <http://bit.ly/19PGOZn> has pointed to "Are Tenure > Track Professors Better Teachers?" [Figlio et al. (2013) at <http://bit.ly/1erGvKp > >. > This is silly: why should they be? > In my opinion the latter's attempt to *indirectly* measure students' > learning in introductory courses by means of their nextclasstaken > performance is problematic at best. > I agree: The students' performance in the next course is not an indicator. For instance if, in course 1, Prof. A lectures while Prof, B does not, how their respective students will fare in course 2 will depend on whether or not, in course 2, Prof. C lectures or not. > Unfortunately, most of academia is either unaware or dismissive of > the *direct* gauging of students' higherorder learning by means of > pre/post testing with Concept Inventories <http://bit.ly/dARkDY>, > pioneered independently by economist Rendigs Fels (1967) at <http://bit.ly/162KSBv > > and physicists Halloun & Hestenes (1985a) at <http://bit.ly/fDdJHm>. > > For a discussion of pre/post testing with Concept Inventories, see > e.g., "Should We Measure Change? YES!" [Hake (2013)] at <http://bit.ly/d6WVKO > >. For recent use of this method see "The Calculus Concept Inventory >  Measurement of the Effect of Teaching Methodology in > Mathematics" [Epstein (2013) at <http://bit.ly/17a8XJd>. > There are several ways to look at the calculus and several ways to decide what is important and what is secondary. On the other hand, in his article in the Notices Epstein gives the impression that he sees Calculus as one monolithic conglomeration of given concepts. I have tried to find out what "concepts" he has selected to be tested in his Calculus Concept Inventory but with no success whatsoever. So I cannot be more precise.
In any case, Epstein seems completely to ignore Hestenes'
"Course content is taken [by many] as given, so the research problem is how to teach it most effectively. This approach [...] has produced valuable insights and useful results. However, it ignores the possibility of improving pedagogy by reconstructing course content."
For instance, Lagrange thought that the concept of limit could be entirely avoided. He was wrong of course, except that for all functions actually encountered in College Calculus it can. Limits really belong to advanced calculus.
Regards schremmer
P.S. By the way, there is no article in Wikipedia about "interactive engagement"
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