William Bettger
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
William Bettger has a total of 13 co-authors. Here are the top co-authors by number of shared publications:
- Coral L. Murrant
Department of Human Health and Nutritional Sciences University of Guelph Guelph Ontario Canada
1 shared publication - Genevieve Newton
Department of Human Health and Nutritional Sciences, University of Guelph, Guelph, ON, N1G 2W1, Canada
1 shared publication - Genevieve Newton
University of Guelph
1 shared publication - John F. Dawson
Department of Molecular and Cellular Biology, University of Guelph, Guelph, Ontario, Canada
1 shared publication - John L. Zettel
Department of Human Health Science, University of Guelph, Guelph, ON, Canada
1 shared publication - Kamel Omer
Western University
1 shared publication
Latest Publications
- Open Access
- 31 May 2023
- Published by University of Western Ontario, Western Libraries in The Canadian Journal for the Scholarship of Teaching and Learning
- Vol. 14 (1)
Evaluating and Improving the Formative Use of Student Evaluation of Teaching
Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and non-STEM). We found that tenured instructors used SETs for formative development more than untenured, and that non-STEM instructors had more negative associations with SETs than STEM instructors. Based upon these data, we make recommendations to redesign the SET instrument and change the way in which the data are used to support formative teaching development.
- 31 May 2023
- Published by University of Western Ontario, Western Libraries in The Canadian Journal for the Scholarship of Teaching and Learning
- Vol. 14 (1)
Open AccessEvaluating and Improving the Formative Use of Student Evaluation of Teaching
Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and non-STEM). We found that tenured instructors used SETs for formative development more than untenured, and that non-STEM instructors had more negative associations with SETs than STEM instructors. Based upon these data, we make recommendations to redesign the SET instrument and change the way in which the data are used to support formative teaching development.
- Open Access
- 15 May 2013
- Published by MDPI AG in Education Sciences
- Vol. 3 (2) , 136-146
The Use of a Learning Management System (LMS) to Serve as the Virtual Common Space of a Network for the Scholarship of Teaching and Learning (SoTL) in an Academic Department
Traditionally, undergraduate curriculum committees, consisting of appointed faculty and student representatives, have served as the sole departmental vehicle for investigating, discussing and promoting the scholarship of teaching and learning (SoTL) within an academic department. However, with the universal demand for greater accountability on all aspects of evidence-based teaching and on the totality of student learning and career outcomes, some academic departments have encouraged the formation of additional organizations to support their SoTL mandate. In the Department of Human Health and Nutritional Sciences, the approach taken was to combine the interests of the faculty who had a sustained interest in the “scholarship of knowledge translation and transfer” in the health sciences with those who had a developing interest in SoTL. These faculty members would then form the foundation of a “network” which has been called the K*T3net. The virtual common space of the network is on a Learning Management System (LMS) site which is accessed by all faculty members in the network and by a growing number of staff and senior PhD students in the department. The features and potential uses of the K*T3net website will be discussed. The development of the K*T3net has already supported the proposal for a new undergraduate course on SoTL and is opening the possibility for graduate students to add a SoTL component to their thesis research.
- 15 May 2013
- Published by MDPI AG in Education Sciences
- Vol. 3 (2) , 136-146
Open AccessThe Use of a Learning Management System (LMS) to Serve as the Virtual Common Space of a Network for the Scholarship of Teaching and Learning (SoTL) in an Academic Department
Traditionally, undergraduate curriculum committees, consisting of appointed faculty and student representatives, have served as the sole departmental vehicle for investigating, discussing and promoting the scholarship of teaching and learning (SoTL) within an academic department. However, with the universal demand for greater accountability on all aspects of evidence-based teaching and on the totality of student learning and career outcomes, some academic departments have encouraged the formation of additional organizations to support their SoTL mandate. In the Department of Human Health and Nutritional Sciences, the approach taken was to combine the interests of the faculty who had a sustained interest in the “scholarship of knowledge translation and transfer” in the health sciences with those who had a developing interest in SoTL. These faculty members would then form the foundation of a “network” which has been called the K*T3net. The virtual common space of the network is on a Learning Management System (LMS) site which is accessed by all faculty members in the network and by a growing number of staff and senior PhD students in the department. The features and potential uses of the K*T3net website will be discussed. The development of the K*T3net has already supported the proposal for a new undergraduate course on SoTL and is opening the possibility for graduate students to add a SoTL component to their thesis research.