Kamel Omer, Shoshanah Jacobs, K. Cottenie, William Bettger, John F. Dawson, Steffen Graether, Coral Murrant, J. Zettel, Genevieve Newton
{"title":"Evaluating and Improving the Formative Use of Student Evaluation of Teaching","authors":"Kamel Omer, Shoshanah Jacobs, K. Cottenie, William Bettger, John F. Dawson, Steffen Graether, Coral Murrant, J. Zettel, Genevieve Newton","doi":"10.5206/cjsotlrcacea.2023.1.10960","DOIUrl":null,"url":null,"abstract":"Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and non-STEM). We found that tenured instructors used SETs for formative development more than untenured, and that non-STEM instructors had more negative associations with SETs than STEM instructors. Based upon these data, we make recommendations to redesign the SET instrument and change the way in which the data are used to support formative teaching development.","PeriodicalId":44267,"journal":{"name":"Canadian Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Canadian Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5206/cjsotlrcacea.2023.1.10960","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and non-STEM). We found that tenured instructors used SETs for formative development more than untenured, and that non-STEM instructors had more negative associations with SETs than STEM instructors. Based upon these data, we make recommendations to redesign the SET instrument and change the way in which the data are used to support formative teaching development.
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