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id@. S&T Student Course Evaluations: Beyond Question 7 – Part 2. Dan Cernusca, Ph.D. Instructional Design Specialist Missouri University of Science and Technology. Active Learning FLC - March 24, 2010. id@. Why student evaluations?. Classroom observations. ?. Instructor’s perspective.

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  1. id@ S&T Student Course Evaluations: Beyond Question 7 – Part 2 • Dan Cernusca, Ph.D. • Instructional Design Specialist • Missouri University of Science and Technology Active Learning FLC - March 24, 2010

  2. id@ Why student evaluations? Classroom observations ? Instructor’s perspective Students’ perspectives GAP

  3. id@ Focal Point: Analysis of S&T evaluation questions; Additional evaluation questions tested; Classroom strategies to enhance learning

  4. id@ Current Evaluation • [In]Famous 7: • Course educational value • Use of assignments and tests • Concern for students’ understanding of the materials • Preparedness for class • Ability to communicate • Ability to motivate • Overall teaching effectiveness

  5. id@ Some challenging evaluations Required courses What is the value of Q7? survey specialty

  6. id@ What is the value of Q7? Required courses survey specialty

  7. id@ Meaning beyond the S&T means? Unfortunately not that much…

  8. id@ How about written comments? The tone of comments … “Dr. _____ knows the material but lacks the ability to communicate that knowledge to us.” “Poor communication. Looks down on everyone. Never Positive.” The exception… “…I thought the classes were entertaining. It was easy to pay attention. … Thanks for always being prepared for class.”

  9. id@ Focal Points: Analysis of S&T evaluation questions; Additional evaluation questions tested Classroom strategies to enhance learning

  10. id@ Focus on communication & motivation (Pearson Correlations) ** p < 0.01; * p < 0.05

  11. id@ Additional Evaluation Questions (15 initial items) • Instructor Mastery Goal Orientation (IMGO) • perceived interest in student learning; • Teacher Immediacy (TI) • perceived personal closeness; • Communication Competence (CC) • perceived communication skills

  12. id@ Testing and Refining • The15 items first tested in small classes • encouraging trends; • some items appeared more powerful than others • Refined in a large introductory course • adapted items for S&T evaluation scale; • exploratory factor analysis conducted; • 7 items loaded in one major scale;

  13. id@ Additional Evaluation Questions • The “chosen” 7: • Instructor’s willingness to have you enjoy new things • Instructor’s focus on understanding not memorizing • Mistakes are okay if you are learning • Instructor recognizes you for trying hard • Gesture, movement, and dynamic delivery • Instructor’s good eye contact in classroom • Instructor’s ability to express ideas clearly IMGO TI CC

  14. id@ Additional Evaluation Questions • Used at the midterm & finals • good indicators for major problem zones (typically “clarity of ideas” and “recognizing us for trying hard” mirrored Q7); • as a scale showed significant strong correlations with Q7 (> 0.70); • as a scale the 7 additional questions predicted more than 60% of variance in Q7 (R2 in regression analysis);

  15. id@ Essay Questions for Midterm • Can offer: • insightful opinions related to the motivation and communication issues; • additional information for each major instructional activity (lecture, lab, test) • support for more informed instructional interventions;

  16. id@ Essay Questions for Midterm • Warnings! • If you use midterm surveys, then analyze students’ input in a timely manner; • Select the critical but constructive suggestions and ignore individual/empty/negative ones; • [If available] choose suggestions that you consider valid, inform students, and act on them;

  17. id@ Focal Points: Analysis of S&T evaluation questions; Additional evaluation questions tested Classroom strategies to enhance learning

  18. id@ Levels of classroom interventions Visible behavioral & presentation issues Classroom dynamics and engagement Partial restructuring/redesigning of instructional materials

  19. id@ Visible behavioral & presentation issues • verbal annoyances (“yes” / “OK”/ “that is”) • talking to the board or the slide; • being “glued” to the podium; • deleting parts of existing information on the board & writing over; • using “look down” terms (Students - Class)

  20. id@ Classroom dynamics & engagement • Balance slides and board work: • slides for outlines and summaries ; • board for detailed information/examples; • Engage students in the classroom • ask questions and insist on an answer; • listen to & answer students’ questions; • use in-class transfer problems for your worked-examples;

  21. id@ Partial instructional restructuring …you do this …you expect that Topic 1 Issue 1.1 Issue 1.2 Topic 2 … …

  22. id@ Partial instructional restructuring • Potential issues to look into: • content and assessment are not aligned; • misconceptions are not identified and addressed before the major exams; • not enough instructional support for term/team projects; • good instructional tools used in a wrong way;

  23. id@ Contact Information • Dan Cernusca,Ph.D. • 207 Norwood Hall (CERTI office) • (573) 341 4632 • dcernusca@mst.edu

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