How can we use Course Evaluations to improve our teaching ?

1. How can we use Course Evaluations to improve our teaching ?

2. Course evaluations – the facts… • Response Rates • All-University Questions • College Questions • Some suggestions ..

3. Response rates - course evaluations

4. UA Questions - course evaluations

5. UA Questions - course evaluations

6. College of Engineering Questions

7. College of Education & Health Professions Questions

8. Bumpers College Questions

9. Fay Jones College Questions

10. Walton College Questions

11. Fulbright College Questions

12. What about using your own questions • Adapting to Individual Differences (PICES 446-463) • Broadening Student Outlook/Personal and Social Growth (PICES 446-463) • Clinical Courses (PICES 533-555) • Course Materials (PICES 201-211) • Course Structure, Goals, and Objectives (PICES 01-23) • Discussion (PICES 148-170) • Distance Learning Courses (PICES 579-604) • Diversity Issues/Respect/Rapport (PICES 331-362) • Exams/Grades/Evaluations (PICES 289-330) • General Student Perceptions (PICES 363-399) • Instructional Methods (PICES 119-142) • Instructional Technology (PICES 171-200)

13. What about using your own questions • Laboratory Courses (PICES 505-532) • Organization and Clarity of Presentation (PICES 64-118) • Performing and Studio Arts Courses (PICES 556-578) • Providing Feedback to Students (PICES 271-288) • Readings and Assignments (PICES (212-247) • Relevance of Content (PICES 42-63) • Service Learning Courses (PICES 630-646) • Student Outcomes (PICES 464-504) • Student Participation and Effort (PICES 400-445) • Teaching/Learning of Relationships and Concepts (PICES 24-41) • Team Teaching (PICES 143-147)

14. Let’s look at a few ‘Formative’ possibilities • Sample – Senior level Projects class – ISYS 4363 • Students complete a comprehensive project. • Students have commented that they feel somewhat “on their own”; that the project seems to be too complex – “just tell us what you want; give us the specifics of the assignment…” • So, I redesigned and included projects from industry as well as industry Project Management Mentors. I would like to determined if this has helped… • Looked as “my instructor is actively helpful when students have problems” • “Developing the term project is a good learning experience. “ • “Everything possible is provided to help me learn. “ • “Class projects are related to course goals and objectives. “ • “I can apply the learning in this class to work in my future profession.”

15. Another Formative Possibility • Sample – Senior Level History Class in my specialty • Research shows that discussion facilitates learning – so, I have implemented some new discussion exercises • Many senior history students are accustomed to listening to great lecturers so they must be coaxed into being “active” learners • Some of the “shy” students are the best students. How do I get them to participate? • So I found these questions: • Class discussions are helpful to my learning • There is an appropriate mix of lecture and discussion in this class • There is sufficient time in class for questions and discussions • Challenging questions are raised for discussion

16. Another formative possibility • What if we have a full Lab class or one with a lab component? • We have worked on new lab handouts and procedures…..I am interested in knowing whether these changes meet my expectations… • Questions to help me perceive the effectiveness of the changes in the Lab • Expectations about specific lab procedures are clearly stated in advance. • The lab sessions are well organized. • Lab assignments are reasonable in length and complexity. • My lab assignments are promptly returned to me. • The content of the Lab is a worthwhile part of this course.

17. QUESTIONS?SUGGESTIONS?