Student Evaluation of Curriculum Instruction

Number:

3.16.1 

Policy/Procedure Name:

Student Evaluation of Curriculum Instruction

Sponsor:

Tina Ruff
Chief of Staff

Custodian:

Research, Evaluation, Assessment, and Planning (REAP)

Effective Date:

August 2016

Next Review Date:

2019-2020

Location:

durhamtech.edu/policies-and-procedures/student-evaluation-curriculum

Citation:

SACSCOC Comprehensive Standard 3.7.2

 

Policy Statement

N/A

Procedure

The College administers online student evaluations of curriculum instruction each semester.

To facilitate timely execution of the evaluation process, each department will ensure faculty and course information is accurately entered into Colleague as directed by Research, Evaluation, Assessment, and Planning (REAP). Faculty members will receive information via email about each semester’s evaluation process.

Evaluation Scheduling

Evaluation Period One is based on the Mini-Session I course schedule. Evaluation Period Two is based on the Full Semester course schedule. Both evaluation periods fall toward the end of classes in their respective course schedules. The exact evaluation schedule is determined each semester, taking into account holidays/breaks, final exams, and results reporting requirements. Off-cycle courses are scheduled to fit into one of the existing evaluation periods. If their schedule does not permit fitting into one of the existing periods, they will be scheduled and processed separately. If they are scheduled and processed separately, they are not included in campus promotional campaigns. The evaluation schedule is shared via the Employees shared folder (W:\Employees) each term.

Instructors receive an email at the beginning of the evaluation period and one reminder email about halfway through the evaluation period. Students are contacted via email (ConnectMail) twice during the open evaluation period. Promotional messages are posted online, around campus, and in Sakai. Instructors are strongly encouraged to participate in the evaluation process by making class and Sakai announcements and offering class time to students to complete evaluations. The success of online evaluations hinges largely on instructors’ efforts.

Evaluation Tool and Results Reports

There are two versions of the tool used to evaluate instructors and courses, one for traditional seated and hybrid courses and another for online courses. The items vary slightly in ways appropriate to the delivery method. Students rate items on a scale from Strongly Disagree to Strongly Agree. The median (the middle point within a range of numbers) is reported along with the total number of students responding to each item. There is also a "quality indicator light" to assist in reviewing the results. The light will be either red or green. The light will be red whenever thirty (30) percent or more of respondents select “Strongly Disagree” or “Disagree” for that item.

Please Note: The red indicator light is intended only as a quick method to identify those items which may require further exploration or discussion when results are discussed. There are no specific actions taken solely in response to an instructor receiving a red light. As noted in Interpreting Instructor Evaluation Results from Class Climate, these measures should be interpreted with caution whenever there are eight (8) or fewer responses to an item. Comments appear after the report on the scaled questions.

At the close of each semester’s evaluation period, deans receive compiled evaluation results via email and may also access them via Class Climate using assigned login credentials. Directors and chairs receive compiled results via email one (1) day after deans. Instructors receive their individual results only after final grades are submitted at the end of each semester.

Student evaluation of curriculum instruction should be incorporated into the overall instructor evaluation process described in the Employee Evaluation policy.

Purpose

Durham Technical Community College champions learning and success, delivers outstanding teaching and service, and develops career skills for today and tomorrow.

We aim to be our community’s first choice for learning. As a great learning college, we will continue to be a model for demonstrating student success and excellence in teaching; empowering learners to enrich the local and global communities; and preparing students to contribute to the economic vitality of the region.

We are committed to a philosophy of continuous improvement by researching best practices, providing vigorous professional development opportunities, and establishing benchmarks for performance.

Regularly administering student evaluations of curriculum instruction allows Durham Tech to:

  • Communicate our vision of an appropriate, engaging, and collaborative learning environment with students;

  • Offer students opportunities to share anonymous feedback about their learning experiences;

  • Provide meaningful feedback to faculty to help guide them in setting professional development goals;

  • Identify possible course-level areas of concern (e.g., instructors’ expectation of students’ technological competence);

  • Measure program-level and general education outcomes and presentation of course-level learning outcomes;

  • Make appropriate decisions about course-level and program-level modifications;

  • Assess strengths and weaknesses of various instructional delivery modes, including the intersection of content and mode of delivery;

  • Evaluate and address concerns for preparatory courses; and

  • Meet all required accreditation standards.