1. STUDENT FEEDBACK PROCESS AND TIPS ON INCREASING RESPONSE RATES SHEA WANG, PH.D. INTERIM FACULTY EVALUATION COORDINATOR AUGUST 27, 2014 2014 FACULTY DEVELOPMENT DAY

2. ROLES RELATED TO STUDENT FEEDBACK Faculty Evaluation Coordinator  develop resources  administer the student feedback system  first point of contact for information or assistance The Faculty Evaluation Committee  steering committee for the student feedback system  make decisions with respect to implementing C5065

3. THE FACULTY EVALUATION COMMITTEE Mandate  “providing advice, support and recommendations in respect to the implementation of the instructional aspects of the Faculty Evaluation Policy (C5065), including approval of an overall framework and processes” Composition 9 faculty members, 3 administration members, 3 students, Faculty Evaluation Coordinator, 1 representative from Non-Instructional Faculty Evaluation Committee, 1 IT representative, 1 senior member of HR More information: http://www.macewan.ca/wcm/ExecutiveandGovernance/AcademicGovernanceCounc il/Sub-Committees/FacultyEvaluation/index.htm#1

4. BACKGROUND: TRANSITION FROM COURSEVAL TO BLUE  The Faculty Evaluation Committee passed a motion in Feb. 2013 to implement eXpolrance Blue/Evaluation as the core application to administer student feedback for faculty evaluation.  Pilot in the fall 2013 in FFAC.  Full implementation in the winter 2014.

5. STUDENT FEEDBACK PROCESS BEFORE(COURSEVAL) Opt in courses Make changes on spreadsheet Additional questions -> Faculty Evaluation Coordinator->ITS ITS configures the system, inputs all the courses that are identified by the department for evaluation, and releases the results; the Faculty Evaluation Coordinator works with chairs to finalize courses, troubleshoots, and runs additional data analyses. NOW(BLUE) Opt out courses Make changes directly in the system Instructors add questions in the system ITS and the Faculty Evaluation Coordinator configure the system, chairs opt out courses, instructors add additional questions, and the Faculty Evaluation Coordinator creates and releases the results.

6. STUDENT FEEDBACK PROCESS All courses are opted in, except for courses with less than 7 enrolled students.

7. STUDENT FEEDBACK PROCESS Chairs & Deans: Course Selection & Survey Window Modification Instructors: Question Personalization Students: Form Fill Out

8. STUDENT FEEDBACK PROCESS – SVM

9. STUDENT FEEDBACK PROCESS - SVM Do not leave the course opted in while all the instructors are opted out.

10. STUDENT FEEDBACK PROCESS - QP

11. STUDENT FEEDBACK PROCESS (SV) https://survey.macewan.ca/BlueEval/default.aspx https://myportal.macewan.ca/group/staff/faculty-evaluation Or Blackboard

12. 2014 STUDENT FEEDBACK RESULTS Where to find previous CoursEval results? https://eval.macewan.ca/login.htm Where to find Blue Evaluation results? myPortal.MacEwan.ca>Applications>Faculty Evaluation https://survey.macewan.ca/BlueEval/default.aspx  Choose Eval_Users as the data source  Click on Dashboard For more information: https://facultycommons.macewan.ca/services/faceval/student-feedback

13. IDEAL RESPONSE RATES A minimum percentage of students, depending upon the size of the class, must be present to do the ratings for the information to be considered representative and reliable

14. ACCEPTABLE RESPONSE RATES

15. 2014 STUDENT FEEDBACK RESULTS Response rates School/FacultyNumber of Invited StudentsNumber of CompletionResponse Rates Faculty of Arts and Science28656742425.91% School of Business12159322426.52% Faculty of Fine Arts and Communications6559118718.10% HCS14404241716.78% Grand Total617781425223.07%

16. DO ONLINE EVALUATIONS HAVE LOWER RESPONSE RATES THAN PAPER? Constructive, informative, and encouraging instructor-student engagement around the course evaluation process is very important in maintaining or improving response rates (Norris & Conn, 2005; Johnson, 2002; Anderson et. al., 2006; Ballantyne, 2003).

17. Early reminder – 2 to 3 weeks prior Reminders into term - check response rates Make it an assignment Give instructions Stress the importance Detail how the university and you use feedback University of Oregon Demonstration of how to Provide the URL link Remind students of the deadline Explain the importance Emphasize the anonymous nature Reassure students that their responses will be taken seriously Provide class time (Nulty, 2008) TIPS (SEE HANDOUT FOR MORE INFORMATION) Cont'd.

18. TIPS Explain the importance of students’ feedback Reassure students that 1) responses are anonymous and 2) you will not see the results until after final grades are submitted List “Complete student feedback survey” on syllabus as an assignment Email reminders Remind students of options to fill out surveys (smartphones, tablets, computers, and laptops) Conduct your own midterm feedback Give instructions on how to Provide class time or schedule a time in a computer lab if necessary Use your own creativity! MacEwan University

19. THE CRUCIAL FACTOR IN ACHIEVING HIGH RESPONSE RATES IS FACULTY INVOLVEMENT

20. REPORTS

22. FINAL WORDS ABOUT STUDENT FEEDBACK  Student feedback is important, but is NOT the only component of faculty evacuation  Peer reviews, teaching dossiers, and annual reports  Continue exploring the functionality of Blue to make it work best for faculty, administration, and students

23. CONTACT US! https://facultycommons.macewan.ca/services/faceval/student-feedback Shea Wang, Ph.D Interim Faculty Evaluation Coordinator wangx68@macewan.ca 780-633-3591