Navigating Teaching Evaluations

2021 ◽  
pp. 157-184
Author(s):  
Meredith A. Rausch ◽  
Laura L. Gallo
Keyword(s):  
Effective Teaching ◽  
Peer Feedback ◽  
Student Evaluations ◽  
Student Feedback ◽  
New Faculty ◽  
Student Evaluations Of Teaching ◽  
Teaching Evaluations ◽  
Promotion And Tenure ◽  
Performance Reviews ◽  
Tenure Process

The number of articles mentioning student evaluations of teaching is in the thousands, with research pointing to the positive and negative aspects of these evaluative measures. The use of the collected data from both students and peers may be used for merit raises, awards, yearly performance reviews, and the promotion and tenure process. Therefore, a new faculty must demonstrate effective teaching and their incorporation of student feedback in order to meet their institutional requirements. This chapter explores the basics of student evaluations of teaching, peer in-class observations, formative and summative purposes, and ways to utilize and cope with student and peer feedback regarding your teaching.

scholarly journals Teaching Evaluations: Perceptions Of Students And Faculty

2008 ◽  
Vol 5 (9) ◽  
Author(s):  
Sandip Mukherji ◽  
Narendra Rustagi
Keyword(s):  
Business School ◽  
Student Evaluations ◽  
Average Amount ◽  
Student Evaluations Of Teaching ◽  
Teaching Evaluations ◽  
Perceptions Of Students ◽  
Critical Issues

This study conducts a survey of students and faculty at a business school on critical issues regarding student evaluations of teaching and identifies several significant differences between their perceptions. Students agreed more strongly than faculty that evaluations are higher in courses where the instructor teaches effectively and students learn more. Students also agreed more than faculty that they give higher evaluations for more challenging courses and for courses requiring an above-average amount of work. Unlike students, faculty agreed that students give higher evaluations in courses where they expect to earn a higher grade than they deserve.    

scholarly journals Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade?

2019 ◽  
Vol 2 (3) ◽  
pp. p124
Author(s):  
Darren Pullen ◽  
Steven Collette ◽  
Loan Dao ◽  
J - F
Keyword(s):  
Higher Education ◽  
Postgraduate Education ◽  
Student Evaluations ◽  
Student Feedback ◽  
Current Debate ◽  
Student Evaluations Of Teaching ◽  
Final Grade ◽  
Student Enrolment ◽  
A Current

The use of Student Evaluations of Teaching (SET) has become widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to more research to be conducted in this area. The current study contributes to broadening knowledge and understanding on the validity of SET by drawing on an online unit evaluation completed by students (n=2430 out of total student enrolment of N=7757) in one university across three postgraduate education programs over a two-year period, to determine whether there is a relationship between student feedback on teaching and student final unit grade. Findings revealed that students who achieved very high or very low final unit grades did not participate in the SET, while students who achieved Pass or Credit grades partook in the SET, thus providing feedback. This indicates that teaching and evaluating staff need to be aware that a large subset of their students that are not providing feedback to staff to improve the quality of their courses.

scholarly journals Hold the Torch: Shining a Light on the Lives of Black Management Faculty

2020 ◽  
Vol 47 (2) ◽  
pp. 351-367
Author(s):  
Toyah L. Miller ◽  
Curtis L. Wesley ◽  
Myrtle P. Bell ◽  
Derek R. Avery
Keyword(s):  
Social Networks ◽  
Classroom Management ◽  
Job Search ◽  
Business Schools ◽  
Student Evaluations ◽  
Minority Faculty ◽  
Job Market ◽  
Student Evaluations Of Teaching ◽  
Promotion And Tenure ◽  
Diversity Research

In light of recent heightened attention to equity, justice, and race in society and organizations, in this commentary, we focus on the experiences of Black management faculty from job search to promotion and tenure. In formulating our ideas, we draw from diversity research conducted within and outside of the management field, including research on minority faculty, coupled with experiences of our own and of Black colleagues. We discuss race-based disparities in such areas as mentoring, social networks, job market experiences, classroom management and student evaluations of teaching, and service demands. We offer suggestions for allies to pursue equity, justice, and inclusion in management departments and business schools.

Flipped pedagogy and student evaluations of teaching

2019 ◽  
pp. 146978741985518
Author(s):  
Michelle L Samuel
Keyword(s):  
Student Perceptions ◽  
Flipped Classroom ◽  
Student Evaluations ◽  
Faculty Members ◽  
Classroom Setting ◽  
Student Evaluations Of Teaching ◽  
Traditional Lecture ◽  
Teaching Evaluations ◽  
Subject Design ◽  
Set Up

A common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a flipped classroom model. A between-subject design was used over three semesters. Student evaluations of teaching showed that students rated the instructor significantly higher in a flipped classroom setting. Students also reported liking the course more using the flipped pedagogical technique. Since the flipped format improved both teaching evaluations and student perceptions of the class, this could be useful for instructors when they are deciding how to set up the format of their class.

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