Using Student Feedback to Help Improve Teaching in the College Classroom

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Author(s): Gina J. Mariano (Troy University, USA), Frank Hammonds (Troy University, USA), Sheridan Chambers (Troy University, USA), Gracie Ammons (Troy University, USA)and Katie Sippel (Troy University, USA)
Copyright: 2018
Pages: 13
Source title: Handbook of Research on Positive Scholarship for Global K-20 Education
Source Author(s)/Editor(s): Viktor Wang (Grand Canyon University, USA)
DOI: 10.4018/978-1-5225-5667-1.ch016

Keywords: Education / Higher Education / Information Science Reference / K-12 Education

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Abstract

There are a wide range of attitudes toward student evaluations of teaching or SETs, from complete rejection to acceptance and use. SETs results are widely used not only for administrative decision-making, but also for improving learning and building student-teacher rapport. For this reason, it is important to investigate faculty motives and reasoning for using or not using SETs. There is also a need for more information about which aspects of the SETs process faculty members view as useful and which parts are viewed negatively. More information about faculty perceptions of certain aspects could warrant important modifications to the SET process. The purpose of this chapter is to gain insight into how faculty view SETs and how they utilize the feedback received from them. The authors also hope to highlight the importance of engaging students in curriculum development to improve teaching effectiveness.

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Using Student Feedback to Help Improve Teaching in the College Classroom

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