More than a decade ago, Thomas Tobin, coauthor of the new book, Evaluating Online Teaching: Implementing Best Practices, was hired to teach a business English and communications class in a hybrid format. When the time came for evaluation, he received a very thorough evaluation based on the chair’s observation of the face-to-face portion of his class, but the section of the evaluation instrument meant for the online component was left completely blank. “The department chair eventually confessed that because he had not himself taught using the institution’s LMS, he didn’t feel qualified to rate Tom’s use of its tools,” the book explains. Evaluation of the online component of the class was not something the administrator was equipped to do.
Connections Are Everything: Putting Relationships at the Heart of Higher Ed
As academic leaders, we are under so much pressure to deliver—enrollment targets, strategic plans, graduation rates, AI policies, and on and on—that we can lose sight of what our students
Isis Artze-Vega, Leo M. Lambert, and Peter Felten
March 4, 2024
