Student Evaluation of Teachers Committee Report - Faculty Senate Meeting

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The Student Evaluation of Teachers Committee (SET) oversees the evaluation process at the university, ensuring fairness and effectiveness. The committee reviews response rates, results, and current affairs related to traditional and online evaluations. Dr. Brandon Combs leads the committee, comprising members from various academic divisions. The report highlights response rates by division, feedback on teaching quality, and ongoing efforts for instrument review and evaluation improvements.

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Student Evaluation of Teachers Committee Report Faculty Senate: 02.14.2017 Dr. Brandon Combs Director of Assessment, Committee Chair

SET Committee Charge The Student Evaluation of Teachers Committee (SET) will periodically review and update the evaluation instrument, and oversee all procedures and guidelines associated with student evaluations.

SET Committee Membership Brandon Combs, Chair Jeff Hill, COB Alana Reid, CLA Mary Ann Campbell, CHBS Stephen Feldman, CFAC Candice Barnes, COE Calin Marian, CSNM Donna Bowman, Honors Bailey Black, SGA Gene Austin, SGA Hannah Mangum, SGA Megan McAfee, SGA Christian Robinson, Graduate Student

Fall 2016 Response Rates Division Not Responded Responded Total Percentage University College College of Education College of Fine Arts & Communication College of Liberal Arts College of Natural Sciences College of Business 562 841 1403 60 529 2576 3105 83 3160 3832 6992 55 2622 4435 7057 63 2857 5660 8517 66 1940 3598 5538 65 Honors College College of Health & Behavioral Graduate Studies Enrollment Management Intensive English Program 75 248 323 77 4118 7833 11951 66 11 20 31 65 9 4 13 31 193 256 449 57 16076 29303 45379 65

Results (F2016) Well organized & prepared Respect & Trust Challenged to think Feedback frequency Hours per week Course materials Teaching methods Division Concepts Assistance English Assignments Learned a lot Total: 4.7 4.5 4.7 4.6 4.6 4.4 3.9 4.4 2.4 4.5 4.4 4.4 College of Business College of Education College of Fine Arts & Communication 4.6 4.3 4.5 4.4 4.3 4.1 3.8 4.2 2.4 4.3 4.2 4.1 4.7 4.5 4.7 4.6 4.6 4.5 3.9 4.5 2.5 4.5 4.5 4.5 4.6 4.5 4.7 4.5 4.5 4.4 3.9 4.4 2.4 4.5 4.4 4.4 College of Health & Behavioral 4.7 4.5 4.7 4.6 4.6 4.5 3.9 4.5 2.3 4.6 4.5 4.5 College of Liberal Arts 4.7 4.6 4.7 4.6 4.6 4.4 3.9 4.4 2.3 4.5 4.4 4.4 College of Natural Sciences 4.6 4.3 4.5 4.5 4.4 4.2 3.8 4.3 2.6 4.4 4.3 4.2 Enrollment Management 5 5 5 4.8 5 4.8 4 4 2 5 4.5 5 Honors College 4.7 4.7 4.8 4.8 4.7 4.4 4 4.6 2.9 4.6 4.7 4.6 Intensive English Program 4.8 4.8 4.8 4.8 4.8 4.8 3.8 4.8 2.6 4.8 4.7 4.8

SET Committee Current Affairs Traditional (F2F) vs. Online Evaluations Michael Judge, Director of Online Learning Withdrawals/Drops & Course Evaluations Instrument Review

Traditional vs. Online Evaluations

Traditional vs. Online Evaluations Face to Face The instructor was well organized and prepared The instructor clearly presented and explained concepts The instructor developed an atmosphere of respect and trust in the course The instructor challenged me to think The instructor provided the opportunity for assistance on an individual basis The instructor gave me feedback on tests/assignments frequently enough to benefit my learning On average I have spent _____ hours per week doing work for this course The course materials (syllabi, course outline, and other overviews) helped me understand the expectations for my learning and performance in this course I have learned a lot in this course The instructor s teaching methods were effective in helping me learn Open ended questions: What aspects of the course were most effective? What do you recommend to improve the course? If applicable, describe ways in which tools, resources, and or technology impacted your experiences in this course. My instructor s spoken English is: The assignments in this course have enhanced my learning

Online Open ended questions: What is your main mode of access to your online course(s)? What do you find beneficial in taking online courses as opposed to campus-based, face-to-face courses? Have you ever taken an online course at another institution? If so, how does it compare to the online course you are taking at UCA? What online instructional method or modality have you found to be most helpful? Which of the following problems have you faced when taking an online course at UCA? Open ended questions: If you answered Other above, please explain: What specific types of support for online learning do you receive from your instructor, the department, your degree program, or UCA in general? What types of support do you perceive as lacking or missing with regard to your online learning experience? Would you ever take another online course?

Withdrawals/Drops Recommendation

Faculty Concern A concern was brought to the SET Committee regarding students who withdraw or drop courses and are still given the opportunity to complete a course evaluation. Potential Impact Unfair negative feedback Negatively impacted response rates

Current Process 8 weeks before end of semester, rosters are put into SmartEvals. Excludes all Withdrawals and Drops to that point in the semester. Faculty are notified to input customized questions. 6 weeks before end of semester course evaluations are activated. Evaluation results generated by SmartEvals upon closing date. Results are distributed. Potential negative: Students who drop or withdraw 8 weeks (or less) to the end of semester can still receive a course evaluation.

Discussion Unfair Feedback If students have not dropped, withdrawn, or been administratively withdrawn prior to the 8 week window, the student may have valid, valuable feedback for the course. Response Rates Faculty should not be penalized in response rates due to any withdrawals or drops that occur within the 8 week window.

Proposed Solution Students will continue to receive course evaluations as designed in the existing process, as their feedback is needed to enable overall course and programmatic improvement. The Office of Assessment will adjust response rates after the close of the evaluation period to ensure faculty are not penalized for withdrawals or drops.