Comments on: A lengthy and typically disorganized reflection on teaching, evaluation and service http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/ Sat, 11 Oct 2008 15:36:39 +0000 http://wordpress.org/?v=2.3.3 By: loan payday http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19816 loan payday Sun, 28 May 2006 08:24:18 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19816 <strong>loan payday</strong> loan payday loan payday

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]]> By: Vacula http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19815 Vacula Thu, 02 Mar 2006 11:49:49 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19815 My school switched to online student evaluations: we were let out of class early one day, but didn't have to do it then if we didn't feel up to it. They had to be finished by the end of finals or our final grades weren't released (automatically, we had to log in with our IDs). It gave me, at least, a lot more time to think through what kind of feedback I wanted to leave the class with. My school switched to online student evaluations: we were let out of class early one day, but didn’t have to do it then if we didn’t feel up to it. They had to be finished by the end of finals or our final grades weren’t released (automatically, we had to log in with our IDs). It gave me, at least, a lot more time to think through what kind of feedback I wanted to leave the class with.

]]> By: Breadfish http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19814 Breadfish Thu, 02 Mar 2006 10:35:51 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19814 I had one of my profs last year give this huge spiel before giving the class the evaluation forms on how unfairly they're used against professors to determine all sorts of things like funding, tenure etc and probably whether or not they get drawn and quartered at the end of the year. I think he was trying to guilt us into giving him good ratings or something, I'm not entirely sure. It was kind of funny, actually. I usually try to write something in the space on the back, but frankly for some teachers there's just nothing much to write. If I can't think of something that's actually CONSTRUCTIVE to say I'll end up leaving it blank. I think one problem is that students are usually given about 10 - 15 minutes at the end of class on the next to last day to fill the whole thing out and turn it. It's hard to say something meaningful in that space of time. I can completely understand not wanting to cut into class time, but that's just how it is. I had one of my profs last year give this huge spiel before giving the class the evaluation forms on how unfairly they’re used against professors to determine all sorts of things like funding, tenure etc and probably whether or not they get drawn and quartered at the end of the year. I think he was trying to guilt us into giving him good ratings or something, I’m not entirely sure. It was kind of funny, actually.

I usually try to write something in the space on the back, but frankly for some teachers there’s just nothing much to write. If I can’t think of something that’s actually CONSTRUCTIVE to say I’ll end up leaving it blank. I think one problem is that students are usually given about 10 - 15 minutes at the end of class on the next to last day to fill the whole thing out and turn it. It’s hard to say something meaningful in that space of time. I can completely understand not wanting to cut into class time, but that’s just how it is.

]]> By: Hugo http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19813 Hugo Thu, 02 Mar 2006 02:36:13 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19813 The evaluations are very superficial, Col. Steve. There is room for comments -- but though mine were generally outstanding, perhaps 5-10% of students bothered to write comments in my untenured days. Look, I think RMP is "worth a look" because it is entertaining and interesting; what it isn't is reliable information about teaching quality. The fact that it isn't the latter doesn't prevent it from being the former. The evaluations are very superficial, Col. Steve. There is room for comments — but though mine were generally outstanding, perhaps 5-10% of students bothered to write comments in my untenured days.

Look, I think RMP is “worth a look” because it is entertaining and interesting; what it isn’t is reliable information about teaching quality. The fact that it isn’t the latter doesn’t prevent it from being the former.

]]> By: Col Steve http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19812 Col Steve Thu, 02 Mar 2006 01:06:10 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19812 Hugo - perhaps your student evaluations are not as indepth as the ones at the institutions I've taught/teach at - where the evaluation covered various aspects such as the readings, effectiveness of presentation media, and various other classroom and overall learning factors beyond just the professor. Evaluations were also mandatory (but anonymous to the professors) and the administration(s) reinforced to the students the use and value of student comments. I would agree that design and implementation problems, to include student indifference, limit their effectiveness. I find your reason by analogy with PETA and RMP intellectually superficial and ducks the question of "what is worthwhile at all about the site", but your blog, your rules. Hugo - perhaps your student evaluations are not as indepth as the ones at the institutions I’ve taught/teach at - where the evaluation covered various aspects such as the readings, effectiveness of presentation media, and various other classroom and overall learning factors beyond just the professor. Evaluations were also mandatory (but anonymous to the professors) and the administration(s) reinforced to the students the use and value of student comments. I would agree that design and implementation problems, to include student indifference, limit their effectiveness.

I find your reason by analogy with PETA and RMP intellectually superficial and ducks the question of “what is worthwhile at all about the site”, but your blog, your rules.

]]> By: Hugo http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19811 Hugo Wed, 01 Mar 2006 18:27:52 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19811 Well, to be fair, Col Steve, I also link to PETA -- a site that I find useful and interesting, but I don't endorse all of PETAs tactics or positions. Worth a visit is not exactly a ringing endorsement! My experience with in-class evaluations has been mixed; many students simply don't seem to take much time to fill them out. At PCC, 74% of our faculty are rated excellent/outstanding by their students. Grade inflation may work both ways! Well, to be fair, Col Steve, I also link to PETA — a site that I find useful and interesting, but I don’t endorse all of PETAs tactics or positions. Worth a visit is not exactly a ringing endorsement!

My experience with in-class evaluations has been mixed; many students simply don’t seem to take much time to fill them out. At PCC, 74% of our faculty are rated excellent/outstanding by their students. Grade inflation may work both ways!

]]> By: Col Steve http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19810 Col Steve Wed, 01 Mar 2006 16:53:42 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19810 I just don't tie my sense of competence and professionalism to their individual performance, or their judgments about me.....I've learned not to attach too much importance to what is said there -- or in the more closely monitored in-class evaluations. I can understand the silly RMP or similar site comments...I'm surprised you continue to have the site as "worth a visit" on your blog, especially given your statement "I just don't tie my sense of competence and professionalism to their individual performance, or their judgments about me." I suspect (maybe I'm wrong since I haven't checked out the site thoroughly) many comments focus on the appearance and physical characteristics of people. I'm confused how you would think such a site is worth a visit given your own stated goal for pro-feminism to have people enhance "their ability to effectively relate as loving equals." I'm all for entertaining distractions, but I'm curious what you find "worthwhile" about RMP. I'm also curious why the dismissive attitude toward "closely monitored in-class evaluations." While I agree student evaluations can be problematic - depending on design and implementation - student evaluations can provide useful insights, especially trends. One can perhaps choose to dismiss the comments, hopefully after some analysis why the evaluations are not relevant. However, the tone of your sentence gives the impression of arrogance, or possibly the position of someone with tenure? (Read Professor Goodgrade By Louise Churchill in Chronicle of Higher Education Career Section, 24 Feb 06) Or perhaps your definition of "not too much importance" is not as close to "no importance" as I'm inferring. Your description of RYS focuses on one aspect (although you do add the useful suggestions phrase). The site also claims to be "a public forum where faculty and students can work out the tricky dynamic of the modern classroom." That aspect has potentially some "other than entertainment" value. I would agree some use the site to "vent." I can only wish that if professors have time to complain about students on such a site then they also have time to at least provide more thoughtfully crafted counseling to the objects of their derision as well. I just don’t tie my sense of competence and professionalism to their individual performance, or their judgments about me…..I’ve learned not to attach too much importance to what is said there — or in the more closely monitored in-class evaluations.

I can understand the silly RMP or similar site comments…I’m surprised you continue to have the site as “worth a visit” on your blog, especially given your statement “I just don’t tie my sense of competence and professionalism to their individual performance, or their judgments about me.” I suspect (maybe I’m wrong since I haven’t checked out the site thoroughly) many comments focus on the appearance and physical characteristics of people. I’m confused how you would think such a site is worth a visit given your own stated goal for pro-feminism to have people enhance “their ability to effectively relate as loving equals.” I’m all for entertaining distractions, but I’m curious what you find “worthwhile” about RMP.

I’m also curious why the dismissive attitude toward “closely monitored in-class evaluations.” While I agree student evaluations can be problematic - depending on design and implementation - student evaluations can provide useful insights, especially trends. One can perhaps choose to dismiss the comments, hopefully after some analysis why the evaluations are not relevant. However, the tone of your sentence gives the impression of arrogance, or possibly the position of someone with tenure? (Read Professor Goodgrade By Louise Churchill in Chronicle of Higher Education Career Section, 24 Feb 06) Or perhaps your definition of “not too much importance” is not as close to “no importance” as I’m inferring.

Your description of RYS focuses on one aspect (although you do add the useful suggestions phrase). The site also claims to be “a public forum where faculty and students can work out the tricky dynamic of the modern classroom.” That aspect has potentially some “other than entertainment” value.

I would agree some use the site to “vent.” I can only wish that if professors have time to complain about students on such a site then they also have time to at least provide more thoughtfully crafted counseling to the objects of their derision as well.

]]> By: Hugo http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19809 Hugo Wed, 01 Mar 2006 15:11:09 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19809 Okay, Uzzah, that's funny! Okay, Uzzah, that’s funny!

]]> By: Uzzah http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19808 Uzzah Wed, 01 Mar 2006 14:19:46 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19808 I didn't understand the Indiana Jones references either. (Yes, I have too much free time on my hands) <a href="http://photos.yahoo.com/ph/bud_maker_mike/slideshow?.dir=/39b4&.src=ph&.beg=0" rel="nofollow"> Hugo's other Photos </a> I didn’t understand the Indiana Jones references either. (Yes, I have too much free time on my hands)

Hugo’s other Photos

]]> By: Antigone http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19807 Antigone Wed, 01 Mar 2006 13:25:06 +0000 http://hugoschwyzer.net/2006/02/28/a-lengthy-and-typically-disorganized-reflection-on-teaching-evaluation-and-service/#comment-19807 Ouch, that's cold. I've often disagreed with Hugo, but I've never doubted his commitment to feminists. Ouch, that’s cold. I’ve often disagreed with Hugo, but I’ve never doubted his commitment to feminists.

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