Spring Break
Teaching evaluations and students first
By: S. Ratnajeevan H. Hoole
Issue date: 6/8/07 Section: Ed-Op
Originally published: 6/8/07 at 3:55 AM EST
Last update: 6/8/07 at 3:56 AM EST
Originally published: 6/8/07 at 3:55 AM EST
Last update: 6/8/07 at 3:56 AM EST
It is the end of term. Students will be asked to fill out course evaluations. At least at the college of engineering the results will be on the Web pages for the world to see. These public ratings will guide students on future course selections. Indeed, faculty promotion, renewal and tenure will be based on these here and elsewhere.
Teaching Evaluations
As a person who was successfully evaluated for tenure at Harvey Mudd College, I recognize the importance these evaluations have. As a teacher, I am acutely aware that whenever I knew I would be evaluated, I taught with special care.
However, good administrators are acutely aware that teacher evaluations have their flaws and are valuable only when done right and used thoughtfully and carefully. For example, D. H. Naftulin et al., in a landmark experiment reported in the Journal of Medical Education, showed that when an actor was asked to teach a subject with much entertainment and little substance, he obtained far higher ratings that a serious teacher who addressed only the subject. Evaluations are therefore used only for effectiveness of delivery while content is judged by peers.
Again, mathematically dense subjects get lower evaluations than fun subjects like Ethics for Engineers, where students view movies and are more easily drawn into discussions. Teachers teaching their specialty with mastery get higher ratings than teachers helping the department by teaching a subject in which they were never trained, but teach it because, say, the regular teacher was on sabbatical leave. The University Administration therefore has the duty to know how to do evaluations properly and in context.
Drexel's Irresponsible Methodology
Returning to Drexel last Fall as a visitor after a delightful three years as an assistant professor in the 1980s, I was surprised to find an institution that claims to put students first badly botch the evaluations.
In the early years of evaluations at most universities, the instructor was asked to allocate 20 minutes during class. A person from the Dean's office would distribute the evaluation forms with pencils after the professor leaves, collect them and they, once machine read, would be made available to the instructor and the administration after submitting grades. The response rate would match attendance - close to 80 percent and up. It worked.
Teaching Evaluations
As a person who was successfully evaluated for tenure at Harvey Mudd College, I recognize the importance these evaluations have. As a teacher, I am acutely aware that whenever I knew I would be evaluated, I taught with special care.
However, good administrators are acutely aware that teacher evaluations have their flaws and are valuable only when done right and used thoughtfully and carefully. For example, D. H. Naftulin et al., in a landmark experiment reported in the Journal of Medical Education, showed that when an actor was asked to teach a subject with much entertainment and little substance, he obtained far higher ratings that a serious teacher who addressed only the subject. Evaluations are therefore used only for effectiveness of delivery while content is judged by peers.
Again, mathematically dense subjects get lower evaluations than fun subjects like Ethics for Engineers, where students view movies and are more easily drawn into discussions. Teachers teaching their specialty with mastery get higher ratings than teachers helping the department by teaching a subject in which they were never trained, but teach it because, say, the regular teacher was on sabbatical leave. The University Administration therefore has the duty to know how to do evaluations properly and in context.
Drexel's Irresponsible Methodology
Returning to Drexel last Fall as a visitor after a delightful three years as an assistant professor in the 1980s, I was surprised to find an institution that claims to put students first badly botch the evaluations.
In the early years of evaluations at most universities, the instructor was asked to allocate 20 minutes during class. A person from the Dean's office would distribute the evaluation forms with pencils after the professor leaves, collect them and they, once machine read, would be made available to the instructor and the administration after submitting grades. The response rate would match attendance - close to 80 percent and up. It worked.
Business Student
posted 6/08/07 @ 11:31 AM EST
I want to point out one key nuance that does not come forth in this article: the College of Enginneering is NOT Drexel. Gasp! I know, it's surprising. (Continued…)