1. Faculty Forum: Evaluation of Teaching Sponsored by the Faculty Senate November 10, 2006

2. Teaching should be evaluated with more than one method. Current Policy Statement (6H): II. FORMATIVE AND SUMMATIVE USES OF COURSE EVALUATIONS Student evaluation of courses and faculty shall be administered for both formative (i.e., for faculty self-improvement) and summative (i.e., for merit salary, reappointment, promotion, and tenure) purposes, provided that: A. Student evaluations shall be used for summative purposes only in combination with other measures of teaching effectiveness. B. The instrument to be used shall consist of a University-wide form whose use for summative purposes is compulsory every semester, including summer school. [Changes in this document must be approved by a majority of voting members of the Faculty in attendance.]

3. Methods/Requirements for evaluation of teaching What methods can we use for evaluating teaching other than the student evaluations? What types of information can each of these other methods provide us?

4. Student evaluation of teaching How much weight should student evaluations have in the overall evaluation of teaching?

5. Methods of evaluation might differ by department. A problem encountered with developing a single instrument for getting student evaluations was that faculty members have very different opinions on what it should include. Even more fundamental: Types of questions needed for meaningful results differ across departments. Different types of classes might also require different questions. The proposed form contained questions that were too vague in order to make different groups happy. What can we do to get around this without bringing in all the issues associated with students having to fill out multiple forms?

6. Consistency across departments might be desirable. Consistency in the evaluation of teaching is typically accomplished with the form used by students to evaluate courses. Is there a better way to achieve consistency? – Through the examination of course design? – Through peer review? – Through procedure only? If the student evaluation form is used for this purpose, how many questions should be constant? – @ half of the faculty responded to the last survey regarding the first side of the proposed form. – 74% agreed in principle” with the type of questions proposed. – The 2 nd side of the form could contain numbered spaces (and bubbles for those who desire them); departments could provide their own items separately.

7. Thanks for coming!

8. Background Questions (mark one best answer): College year: 1st 2nd 3rd 4th 5th GS Degree of effort I have expended in this course:slight moderate substantial strenuous Difficulty of this course: slight moderate substantial extreme I have already completed ___ of the work/exams for a grade in this class. littleabout half most all Based on your grades in this course so far, what final grade do you expect? A B C D F pass fail N/A I took this course primarily to fulfill requirements for (choose one): common curriculum / major / minor / post-graduation plans / elective hours Please check the boxes that represent what matters most to you in a course of this kind. (“Kind” might mean large lecture course, first-year seminar, science lab, music ensemble, etc.) course content intellectual challenge emphasis on discussion grading standards teaching style development of skills quality of lectures work load [With your selections above in mind, please discuss the aspects of this course that are most meaningful to you. If you wish, mention other aspects that seem relevant to your education, or make suggestions for change.] With your selections above in mind, please describe your experience in this course. If you wish, make suggestions for change.