Author: Maryellen Weimer
Despite a great deal of research on course evaluations, institutional policies and practices are not always well informed by that research. Faculty are often not as informed as they should be either. Anecdotal evidence, myth ...
So far in this series on end-of-course ratings we have discussed how to frame a conversation with a faculty member who receives average ratings semester after semester and how to have a productive conversation with ...
Editor’s Note: This article is the second installment of a three-part series on conversations about course ratings. Last month explored how to frame a discussion with a faculty member who receives average ratings semester after ...
Talking with faculty about end-of-course ratings is generally a high-stakes conversation where merit raises, promotions, or permanent contracts are on the line or at least hovering in the background of the exchange. Most chairs, program ...
Several years ago, I wrote a post for my blog that listed things department chairs could say about teaching that faculty would love to hear. Of course, to be meaningful, the comments should reflect actual ...
We need better data describing what’s happening in classrooms. Faculty’s and students’ descriptions aren’t always that accurate. End-of-course rating data is highly judgmental. Classroom observation by outsiders happens irregularly, is generally evaluative, and is often ...
Reviewing and updating some of her previous writings, Diane Halpern suggests the list of factors important in program assessment have not changed but merit regular review. Here’s a summary of those seven factors drawn from ...
Kristi Upson-Saia thinks it can, and she has data from one field that supports her belief. When her religious studies department (at Occidental College) decided to reassess its capstone course, Upson-Saia looked for relevant publications ...
