their colleagues’ teaching effectiveness. Yet many senior faculty have the background and perspective needed to provide judgments about such matters as the candidate’s knowledge of the subject, course content, appropriateness of course objectives and instructional materials, examination skills, testing proficiency, and breadth and depth of student learning. Under the right circumstances, these judgments can be used to assist in summative evaluations of faculty (see also Chapter 4). Similar judgments from colleagues also can be useful in formative evaluations for professional development of faculty.
At small institutions or in very small departments, a lack of resources or limited numbers of faculty may make faculty input more difficult to obtain than in larger institutions or departments. In addition, friendships or rivalries that arise within any department may be amplified in smaller departments. In such cases, balanced and objective evaluations of teaching colleagues may be achieved only by including in the evaluation process additional faculty from outside the academic unit of the person being evaluated. Even when these issues do not surface, engaging faculty from outside the department, particularly those who are knowledgeable about effective pedagogies for promoting student learning, should enable review of such critical aspects of teaching as course organization, teaching methods, and the instructor’s choice of appropriate assessment practices.
Instructors who are being evaluated can ask a mentor, colleague, or instructional improvement specialist at the campus or discipline-based teaching and learning center to visit their classes and provide feedback on their teaching. Prior to each visit, instructors can discuss with observers the specific classroom issues or techniques on which the observers should focus (e.g., student-teacher interaction, the nature of questions posed, use of class time, and other issues important to the instructor).
Faculty also can ask colleagues, particularly those known to be excellent teachers, for permission to visit their courses. Visitors can note the specific techniques used by the colleague in leading discussions, conducting teaching laboratories, and so on. If time permits after class, the observing and observed faculty members can discuss their respective teaching philosophies, goals, instructional methods, out-of-class preparation, and similar matters. It is usually most helpful for a faculty member to attend a series of classes (say, all classes dealing with a specific topic or issue) to obtain a broad per-
I applied online. The process took 2 weeks. I interviewed at Wonder (New York, NY) in November 2017.
1. 30 minute phone screen 2. Take-home assignment 3. 2nd phone interview/discuss assignment 4. In-person interview with HR, and 4 other team members
Major issues: advertised salary range was higher than what was discusssed in person. (50-80k listed on Angelist, 45-65k discussed in person. Discrepancy not acknowledged);
No specific reason for rejection was given. When pressed for one, email was ignored for weeks.
Some personal questions asked during interview are actually illegal. They are a young company - should train HR better.
Overall, they engaged me when I was doing homework for them - an assignment that took quite some time and was a clever way for them to mine for days about how other startups work, etc. After that, a very dismissive and disrespectful group. Not people you’d like to partner with.