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Jessica Lee: Dealing With Course Evaluations
內容大綱
In May 2017, an associate professor at Balsam State University (Balsam State), was reviewing the most recent evaluations for her fourth-year elective course, Field Forensics. While she knew that the term had not gone particularly well, she was still surprised by the poor ratings her course had received. This associate professor had been teaching at Balsam State for nearly seven years, and her elective course had previously scored well during evaluations. With only a few months to make changes to the course before the fall semester, she needed to glean what insights she could from the course evaluations and determine what changes, if any, she should make to her course.
學習目標
The case was developed for use in a case teaching workshop for experienced case teachers. The ideal audience is made up of faculty who have used the case method for three or more years. The collective experience of the group will provide much of the content for a rich and rewarding case discussion. In addition to conveying case content, teaching a case can model effective teaching methods for other case instructors. After working through the case and assignment questions, students will have developed their ability to do the following:<ul><li>Analyze course evaluation data and separate constructive feedback from destructive criticism.</li><li>Identify alternate sources of feedback and support for course redesign.</li><li>Outline an appropriate process for course redesign.</li><li>Identify solutions to address some of the more common concerns from student feedback.</li><ul>