In this episode, Valerie Simmons, a Management Information Analyst from Arizona State University’s Edson College of Nursing and Health Innovation joins the instructional designers from Edson College (Celia Coochwytewa, Jinnette Senecal, Aaron Kraft, and Steven Crawford) to describe the purpose of end-of-course evaluations. We also identify what faculty can do to improve student response rates and discuss how faculty can use the end-of-course evaluations to improve their courses.

Resources from the episode:

• Campus Labs – CoursEval. (n.d.). Retrieved November 08, 2017
• Lauer, C. (2012). 13: A comparison of faculty and student perspectives on course evaluation terminology. To Improve the Academy, 31(1), 194-211. DOI: 10.1002/j.2334-4822.2012.tb00682.x
• Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319-383). Springer Netherlands.
• Weimer, Maryellen. (2016, May 18). Course Evaluations: How Can Should We Improve Response Rates? [Blog post].

Instruction By Design is produced by Arizona State University’s Edson College of Nursing and Health Innovation. To learn more about the podcast or subscribe, please visit our website. You can contact us at InstructionByDesign@asu.edu or @IBD_Podcast.