Harold C. Lyon, Jr, (LMU and TU), Thomas Brendel (LMU), Alexandra Hesse (TU), Matthias Holzer (LMU), Max Mornau (TU) and Martin R. Fischer (LMU)
Background: Ludwig-Maximilians-University and Technical University Munich have experienced dynamic curriculum reform. Interactive learning has replaced lectures (reduced from 70% to 30%). Research shows that “empathic,” more “indirect” teachers who encourage “student talk” tend to be more effective than “direct” teachers., The Flanders Interaction Analysis has been shown to be reliable for diagnosing teaching. Work Done: We modified the Flanders Interaction Analysis by adding measures of empathy (Jefferson Empathy Scale [JES] among other tools), and measures of teaching-organization. We stratified 22 volunteer lecturers from LMU and TU by teaching experience into two matched groups: One had an active intervention after their lecture in the winter semester, the other group didn’t. Our intervention consisted of an expert critique of their lectures based on our modified Flanders Interaction Analysis. Student and expert evaluations of both group’s lectures were compared. We compared the JES done by faculty members with students’ and experts’ evaluations of empathy. Conclusions/Take-home messages: 1) Our modified Flanders Interaction Analysis showed high inter-rater reliability. 2) Active intervention motivated faculty members to improve lectures. 3) Empathy-measures by experts and students correlate. 4) Both groups will be reanalyzed in summer semester to confirm that our experimental-group-intervention improves teaching.
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