1. Building Engagement in Course Evaluation
Faculty Evaluation Task Force
Fall 2016

2. 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?

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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)

9. 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

10. 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?

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

12. 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

13. 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

14. Continuous Improvement

15. 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

16. End of Course Instructor Rating Form Process
Academic office
Will send student introductory 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

17. 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

18. 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

19. 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
Complete Surveys in Class Using Single Link

20. 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

21. References Blog (http://explorance.com/category/course-evlauations-fr/
Wright, K. (2011). How to take feedback. Psychology Today. feedback
Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1)
cation/curriculum- tools/teamstepps/instructor/fundamentals/module6/igmutualsup p.pdf
References

22. QUESTIONS