In this episode, Valerie Simmons, a Management Information Analyst from Arizona State University’s College of Nursing and Health Innovation joins the instructional designers from Academic Innovation (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.
- 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].
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