Building Engagement in Course Evaluation Faculty Evaluation Task Force Fall 2016

Why is Faculty Assessment Being Done? Continuous Improvement Help us (faculty), help you (students) Service review – we want to provide better service One component of the faculty review process Why is Faculty Assessment Being Done?

Best Practice Introduce Students to Faculty Assessment Educate on WHY Explain why CUW is collecting this information Explain how you as a faculty will use their feedback Share examples of how past student feedback influenced changes in your courses Best Practice Introduce Students to Faculty Assessment

Best Practice Introduce Students to Faculty Assessment Tackle Misconception Student responses are not confidential and reflect negatively on their grades Faculty do not value student feedback Faculty do no take evaluations seriously Results are never reviewed by faculty or CUW Completing online evaluations is time consuming Best Practice Introduce Students to Faculty Assessment

Best Practice Continuous Feedback Early and Continuous Feedback Start – Stop – Continue Use actual questions from the survey tool that will be used at the end of the term. One thing that is working that helps you learn in this course? One thing that is not working that you want us to change? 3 pluses and a wish Plan-Do-Check-Act Best Practice Continuous Feedback

Best Practice Feedback Transparency Devote class time Schedule time within your class to complete assessments Demonstrate how to complete an evaluation during class Reduces technology questions later Share results Complete the feedback loop Tell the students what you are going to do differently and why Shows transparency Builds credibility Best Practice Feedback Transparency

Best Practice Educate Students on How to Give Feedback Four Steps for Giving Constructive Feedback Use “I” statements Describe specifically what you have observed Describe your reaction to that behavior/action – what impact did that have on you personally May offer suggestions for improvement

Best Practice Educate Students on Productive Feedback Ways to make feedback productive Be respectful at all times. Focus on a specific behavior or action Focus on what you observed rather than heard from someone else related to that behavior or action Focus on describing the behavior (on what the person does or does not do) versus attacking the person themselves. Use adverbs (action verbs) rather than adjectives (qualities). Balance positive and negative feedback Select two or three points so the individual can focus on the key points you want to make. (Wiggins, 2012)

How to Use Feedback From Students As faculty we need to reflect on: What went well (student/faculty)? Why? What did not work well? Why? What will you change next time you teach the course? Why? How to Use Feedback From Students

How to Use Feedback From Students Look for strengths AND areas for improvement Categorize the strengths/improvements Dreadful feedback Read, think about, put aside – try not to make it personal Does the student feedback match your personal reflection?

Faculty Self Review vs Student Feedback Delayed feedback Rubric too complicated – time consuming Late grading/ returning assignments due to rubric

How to Use Feedback From Students Share the feedback with a mentor Get perspective from a distance Help generate new ideas to solve problems Develop a plan for action List your strengths Identify 1-2 things to modify or change Make the changes Re-evaluate How to Use Feedback From Students

Faculty Action Plan Strengths What I will keep doing? Re-evaluate (what worked? What didn’t AND why?) 1. Connected faith and learning in the classroom   1. Skit Guys video with questions 1. Content connected to students in a non-threatening way. 2. 3. Areas to Improve What I will change or modify 1. Timeliness of feedback 1. Create a rubric for grading to reduce time grading 1. Manual rubric. Too time consuming – convert to BB Faculty Action Plan

Continuous Improvement

Accepting Student Feedback Be open Accept both the positive and the negative Recognize that we react more strongly to negative feedback than positive (Wright, 2011) Tend to focus on negative more than positive Criticism is accepted better when its been asked for Remember we are asking students for feedback We must consider students eligible to give faculty feedback Respect who they are and why they are giving feedback Use the feedback to reflect on your teaching and create your action plan Accepting Student Feedback

End of Course Instructor Rating Form Process Academic office Will send student introductory email in advance to build understanding Registrar’s office delivers Course Eval Sends students invitation on first day Sends Instructors announcement Reminders sent to students every 4 days until students complete Information on Portal front page Help us, help you Give time in class to complete the evaluation End of Course Instructor Rating Form Process

2016 NEW Instructor Rating Form The instructor was well organized and made effective use of course time The instructor answered questions clearly and effectively The instructor communicated high expectations for student success The instructor demonstrated the relevance and significance of the subject matter The instructor challenged students to do their best work Strongly agree The instructor provided timely feedback The instructor provided useful feedback The instructor was available and approachable The instructor’s teaching strategies, activities, and assignments were effective for learning The instructor displayed personal concern for students and an interest in their learning Given the subject matter, the instructor effectively related Christian faith to learning How would you rate the overall teaching ability of this instructor? 2016 NEW Instructor Rating Form

Communicate with Students How and When to Do The Evaluation Traditional Undergrad opens Nov 28 Open Three Weeks through end of finals (two weeks for other departments) Method – Mobile devices work Computers Tablets Phones Can add link to Course Eval in Blackboard course menu, get instructions from CELT Add “module” and make link visible

Complete Surveys in Class Using Single Link Prior to asking students to complete surveys, suggest they consider specific situations Give time for students to complete in class (Step out of room) Link to Course Eval is the same for everyone, faculty and students (below) In class, suggest students go directly to the link to bypass Portal https://courseval.cuw.edu/etw/ets/et.asp?nxappid=WCQ&nxmid=start Complete Surveys in Class Using Single Link

Build Response Rate through Philanthropy Dr. Dvorak will donate a penny for each evaluation completed Money goes to organization students are supporting with a service-learning project Faculty can match for their courses after feedback comes in Build Response Rate through Philanthropy

References Blog (http://explorance.com/category/course-evlauations-fr/ Wright, K. (2011). How to take feedback. Psychology Today. https://www.psychologytoday.com/articles/201103/how-take- feedback Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1). 10-16. http://www.ahrq.gov/sites/default/files/wysiwyg/professionals/edu cation/curriculum- tools/teamstepps/instructor/fundamentals/module6/igmutualsup p.pdf https://www.cabrillo.edu/services/jobs/pdfs/giving-feedback.pdf References

QUESTIONS