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Student Evaluations
Below you’ll find links to two kinds of evaluations: standardized departmental
evaluations that produce a score, done at the end of the semester; and
those I request of my students, which ask them for written responses.
If a reflection
on recent student course evaluations and summary charts (either for my undergraduate courses or graduate courses) that quantify
student responses are more informative for you, you may find these documents
in my current promotion and rentention dossier, produced for my current
institution.
Written Course Responses
Here are five average end of semester written course responses (written
assessments of the course) that my students wrote for the Engl 301 course
(Spring 2004) used extensively in this portfolio. These students are from
the same class that completed the departmental evaluations below.
Here are some additional student responses from a different ENGL 301 course (Fall 2003) of mine.
Below are some student responses from a Fall 2004 ENGL 101 course (these files are in rich text format, so each document below is a complete 2-page response/evaluation from one student).
Departmental Evaluations
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These are the results of my end-of-semester course departmental evaluations for the same Engl 301 course from which most of this portfolio’s materials come. The most significant numbers that seem to correspond with my conferences and discussions with students are items:
- #3 – Course enhanced my ability to understand other people’s ideas.
- #6 – Instructor respected the opinions of students.
- #10 – I was prepared for most of the classes.
- #12 – This course helped me understand writing as a process.
- #16 – Course helped identify and address the needs for specific audiences.
- #17 – Instructor explained how to use conventions of quotation and . . .
All were evaluated highly by most students, except the last one (#17), which actually may mean we did our job in this course since I ask my students to research, develop, and interrogate rhetorical conventions on their own in
the class (it’s one of our main jobs). My job was to guide their search, not "explain" conventions to them.
Here are additional departmental evaluations done by my students for my courses:
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