Tag: student evaluations

Although universities’ end-of-term evaluations are important, they are often too generic to guarantee detailed insights into our OM classes and our teaching. If we want to get specific feedback from students—about our assignments, MyLab, case studies, guest speakers, projects, readings—we must ask specific questions. And the best way to do that is by issuing our own surveys as well.

Harvard Business School’s Faculty Lounge (Nov. 15, 2022) has 3 suggestions to consider:

1. Ask specific questions to yield actionable feedback– including feedback on the materials you use, the approach you take, or the subjects you cover. Perhaps even ask what students would have done differently if they had been in your shoes and what topics they wished you had time to explore. You might also be wondering whether a particular guest speaker resonated with your students. And while you’re at it, list all the guest speakers in a survey question and request that students rate each one on a 1–5 scale, explaining their rating. You can ask similar questions about assignments, case studies, readings, and projects. Perhaps ask:  “What are you most proud of achieving this term?”

2.  Share the why—and be mindful of the when and how. You want students to understand that their feedback really means something to you—and that you’re thinking through what will lead to their most candid responses. To ensure that students will give your survey their full attention, let them know the “why”—that you’re including your own survey because their specific feedback is incredibly valuable and that you’d appreciate honesty, thoughtfulness, and thoroughness. If you’re worried about survey fatigue, keep your questionnaire short. Also, anonymous surveys build trust and inclusion. Online tools like Google Forms, Qualtrics, and Canvas offer anonymous survey options.

3.  Learn to shrug off unproductive comments.  Anonymous feedback can improve teaching—but also destroy educators’ confidence and innovation. If all your students think your course was wonderful, easy, and absolutely what they expected, it may be a sign that perhaps you’re not challenging students and pushing them beyond their comfort zones. Still, take some comments with a grain of salt, narrowing in on the feedback that is most productive and adjusting accordingly. If you end up surprised by some of your students’ responses, take opportunities to ask for feedback earlier in future terms.

The advantages of creating your own end-of-term survey are plentiful. But an important benefit is that it gives your students a voice.

Some years ago I was sitting with Ralph (who taught accounting) and Jim (a management prof) lamenting my Spring student teaching evaluations. I had just completed two sections of our MBA OM course. Both were for full time students, with about 35 in each class. One section loved me (almost all perfect scores) and the other section didn’t seem to like me at all. I went through the written comments slowly and painfully, not knowing exactly what to change come Fall. Ralph and Jim had exactly the same problem. They were excellent and dedicated teachers, working hard to deliver a superior education. We finally took a vow to not obsess on written criticisms so much that it ruined our summers.

Were we over-reacting? Do we fixate on the few negative comments? With the forms now filled out online, half the class isn’t providing feedback and those that do are likely the ones with the axes to grind. And you know students run through them as quickly as possible and mark the task completed.

Here are some suggestions from Faculty Focus (May 30, 2018):
Step back. Read every positive comment three times and smile.
Look again later, but with objectivity. How many negative comments were there, versus no comments and positive ones? Delete the emotional language in the comment. Is there constructive feedback? Does the student have a point?
Decide what you’re going to do. (Doing nothing might be a perfectly appropriate response). Do you need more information? How might you get it? Are you considering making a change based on the feedback? How about some input before you do?
Talk to your own Ralph and Jim. Ask if they have any good ideas.
Talk to a few students. Students are good at clarifying what other students mean. They can venture some guesses as to how representative the comment might be.

Finally, recognize that you are not alone. Don’t in your wildest dreams imagine you are the only teacher who’s gotten a blistering comment.

Faculty Focus (Feb. 6, 2017) suggests that before midterm exams you enable your OM students to assess their performance and set goals, as well as to ask questions of and provide feedback to you. One way to do this reflective opportunity is through an online journal assignment in which students do the following:

• Report their overall grade in the course
• Report their attendance record (when attendance is required)
• Reflect on their performance, whether it meets their expectations
• Provide goals for the rest of the course (often in the form of a GPA, but can also be learning outcomes)
• Provide feedback and ask questions

  Try to do this about a 1/3 of the way through a course so that underperforming students can still change trajectory. They can take 50-400 words to complete the assignment. Their posts range from brief conclusions that they are exactly where they want to be, to detailed descriptions of problems and questions about how to move forward. You won’t grade the assignment, but students will be required to complete it.

  Here’s what you need to know before you implement the progress report assignment.

  • Instructor requirements. (1) Students must have already completed some graded assignments, and (2) they must be able to see the individual grades and understand how they contribute to the course grade.

  • Large classes? This activity would not take long for the tremendous benefit it provides to the class dynamic, student success, and your end-of-semester evaluations, because many reports do not require a lengthy response.

  • Non-tech version. If homework is given through the university’s LMS, it is easy to give an online assignment for this progress report. If you prefer an offline version you can allow students to type or write their progress reports and turn them in during class.

  This small activity can have a big impact on students and on your OM teaching. It also builds strong rapport at critical points early in the semester.

Reading students’ comments on end-of-term evaluations, or at sites like RateMyProfessors, can be depressing– even demoralizing. I would always wonder how after teaching 2 virtually identical sections of OM, one class of 35 students thought I was the best thing since sliced bread, while the second section thought I was toast! So I think it is understandable that some of us look only at the quantitative ratings; others skim the written section; and others have vowed to never again read the comments.  Here are a few  suggestions for soothing the sting from even the most hurtful student comments, from Faculty Focus (Dec. 8, 2014).

1. Dwell on the positive ones. Devote as much time to students’ positive comments as their negative ones. Remembering your teaching strengths can motivate you to continue presenting your course in the best way. These positive sentiments, often heart-warming and gratifying, will also help you maintain a positive outlook toward students. Resist the lure of the negative.

2. Read them with a friend. A more objective party can help you make sense of the comments because they’re not as personally invested in them.

3. Analyze the data. First, look for negative view outliers. In research, we would exclude them from our analyses. Categorize remarks to help identify themes will help you determine whether they warrant a response.

4. Let your critics be your gurus. We brood over negative comments because we suspect they may contain an element of truth. Treat them as an opportunity. “It’s easy to feel emotionally attacked,” says a Harvard lecturer, “but that doesn’t mean your critics don’t have a point.”

5. Be proactive, especially if these comments will be data used in P&T decisions. Take the time to provide explanations about any off-the-wall student complaints, so that your reviewers don’t draw their own conclusions.

Ultimately, we should all remember that, important as they are, student evaluations offer only one perspective on teaching. Thorough analysis of teaching effectiveness requires that each of us reflect on our classroom practices, assignments, syllabi, and look closely at what our students can do upon completion of our courses. The proof is in the pudding.