Love ’em or hate ’em, student evaluations of teaching (SETs) are here to stay. Parts one and two of this series explored discussing SETs’ bias in the classroom; here, in the final installment, I offer three not-so-obvious ways to put your students’ feedback to work.
OK, everyone. As I’ve mentioned a few times this semester, we’re going to spend 40 minutes today discussing bias in student evaluations.
You’ve already completed evals for our class (thanks!), but soon your other instructors will begin their end-of-semester campaigns. Incentivizing.
Are you sitting down? Good. Because I have a shocking confession.
For the past few years, I’ve reserved 40 minutes of class time each semester to discuss bias in student evaluations of teaching (SETs) with my students. You know, the ones who are actually
Peter Filene, a professor of history at the University of North Carolina at Chapel Hill, says that “teaching is only as successful as the learning it produces.” Students bring a certain set of expectations, personalities ,and learning dynamics with them at the beginning of
I remember my first year as a tenure-track professor as a nightmare. For reasons I won’t belabor, my teaching stunk. During class, my face was red and hot with humiliation as I fumbled through the content. During lectures, I prayed that no one would ask
I worry that we’re missing some of what we can learn from end-of-course ratings. I know I was on this topic in another recent column, but student evaluations are ubiquitous—used by virtually every institution and completed by students in pretty much every course. And what
Why this article is worth discussing: For those interested in using course evaluation results to improve teaching, this article offers a set of evidence-based recommendations—clearly described and supported with multiple references. The review focuses exclusively on using end-of-course evaluation results for improvement purposes. It covers
A year ago I received the worst student ratings of instruction (SRIs) in my 28 years of teaching. On the Likert scale I am normally between 4 and 5 for quality of instructor and quality of the course. Last year, however, my fall term ratings
Just in time to thwart any attempts at starting to unwind and enjoy a well-deserved break from another brutal academic year, automated results of the Student Course Satisfaction Surveys (aka evaluations) arrive in my inbox demanding attention.
When it comes to feedback about course quality, students and teachers aren’t necessarily using the same yardstick. “How hard is it to get a good grade?” is a typical student concern and priority affecting course feedback. If teachers, administrators, and students hold different expectations about
Magna Publications © 2024 All rights reserved