Examining the Importance of Teaching Clarity: Findings From the Faculty Survey of Student Engagement

• In Event: Critical Issues in Teaching and Learning

Abstract

A growing emphasis is being placed in postsecondary education on understanding which teaching practices are effective in promoting student learning. Reviewing the literature, there are varying ideas on what constitutes effective teaching; however, one that is often referenced is teaching clarity. While much is known about the positive relationship between teaching clarity and the undergraduate experience, little is known about the extent to which faculty engage in these behaviors. Using data from the 2011 Faculty Survey of Student Engagement (FSSE) administration, this study explores faculty’s perceptions of the importance of teaching clarity behaviors and the relationship between teaching clarity behaviors and other effective educational practices (e.g., student-faculty interaction, active and collaborative learning).

Authors

• Thomas F. Nelson Laird, Indiana University

• Allison BrckaLorenz, Indiana University

• Tony Ribera, Indiana University

• Eddie R. Cole, Indiana University