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
If there’s a downside to another academic year coming to a successful close, it’s reading course evaluations. This post explores how we respond to those one or two low evaluations and the occasional negative comments found in answers to the open-ended questions. Do we have
Gone are the days of handing out course evaluations during the last week of class and asking students to fill them out and place them in the envelope in the front of the room. Now, students are sent an email with a link or perhaps
Who knows what it might be? At this point no one can say for sure. However, it’s a pretty good bet it won’t be the same. Some scholars, Michael Wertheimer and William Woody among them, propose dramatic changes for the future professoriate. They base their
Can students collaborate on the feedback they provide faculty? How would that kind of input be collected? Both are legitimate questions, and both were answered by a group of marketing faculty who developed, implemented, and assessed the approach.
The first argument, supported by research cited
Student course evaluation data are being collected online for reasons difficult to argue against. The online administration process is standardized, it saves money (no paper costs), no class time is lost to collecting the data, feedback can be provided efficiently and without error, and students
Given the hit-or-miss quality of graduate student training, it is not surprising there are concerns about the quality of instruction TAs provide. Students have been known to shy away from courses taught by graduate students, especially when English is a second language for those instructors.
A recent issue of the journal Issues in Accounting Education published teaching statements written by the 2016 winners of the Cook Prize, a national prize that recognizes superior teaching in accounting. Part of the statement, written by Billie M. Cunningham, who teaches accounting at the
Magna Publications © 2023 All rights reserved
