Grading should be impartial and consistent. It should also be based on how competently the student handles the academic content of the course. Those are
Students connect with professors, not only as teachers or content experts but also as persons, and that causes some discomfort. Our relationships with students need
“Lessons From the Best and Worst Team Experiences: How a Teacher Can Make the Difference”—that’s the title of a 1999 article by Donald R. Bacon,
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,
Most of us are not feeling the anticipation we usually feel at the beginning of a new academic year. Anxiety is closer to what most
We know how much students care about grades and how they respond when they get a grade they didn’t expect and don’t think they deserve.
While combing through the materials sent in response to our call for content on extra credit, I noticed a surprising number of contributions begin by
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
Online course evaluations are pretty much the norm now. Fortunately, the switch from in-class to online data collection has generated plenty of research that compares
Many of our students think about college as job preparation. The focus tends to be on the job and not whether it suits their skills
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