Student Evaluations of Teaching are an essential component of educational assessment that provides valuable feedback to instructors and their institutions. Indeed, their effectiveness depends on students' active participation and engagement with the assessment process itself. Identifying the factors that influence students' adoption of teaching…

Student evaluation of teaching (SET) involves numerous conceptual and methodological problems. This paper focuses on a specific methodological dilemma: whether to conduct SET surveys before or after the final examination. This decision is a critical administrative and practical issue that can affect the level and quality of SET results. To address…

Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers' performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts…

Conducting research with one's students as participants can have various challenges. We describe one particular challenge we have encountered when conducting research surveys with participants who had been students of a doctoral course taught by us. Some participants gave course feedback in the research. This may indicate blurring of the roles of…

Many instructors in higher education aspire to use the course evaluation experience as an opportunity to reflect on and improve the teaching and learning process. Online courses' low evaluation response rates and the limitations of traditional course evaluations make that difficult. Student completion of a reflective course evaluation may address…

This study used an explanatory sequential mixed methods approach to compare student experience and academic performance in an asynchronous online community college course delivered in three formats: accelerated (5-week) cohort, accelerated (5-week) non-cohort, and non-accelerated (16-week) non-cohort. Quantitative results showed no significant…

College students complete end-of-term surveys during their undergraduate education to report on their experiences of curriculum, faculty, and overall course satisfaction. Significant decisions are based on these surveys' results, despite limited and potentially unrepresentative results. Low student response rates on digital, electronic course…

Low response rate and quality are common challenges when administrating student evaluations of teaching (SETs). This study aimed to increase SET response rate and quality by investigating a widely recommended strategy to overcome an underlying reason for students' non-responsiveness, namely the lack of transparency about SET processes. In Study 1,…

This paper uses sentiment analysis to measure student satisfaction with college business courses and instructors. The objective is to identify factors that nurture student success and satisfaction in online business courses and to determine if they differ from the characteristics most valued in face-to-face environments. Partial least squares…

The purpose of this case study was to explore the impact of online course design reviews on student perceptions of the course and instructor as reported on course evaluations. This study was conducted in an online Doctor of Education (Ed.D.) program at a small private university located in the MidWestern United States that adopted an initiative to…

Student evaluations of teaching (SET) are an influential -- and often sole -- tool in higher education to determine course and teacher effectiveness. It is therefore problematic that SET results are disturbed by low response rates and response quality. An important factor discussed in prior research to increase SET effectiveness and students'…

Extant research suggests that students at predominantly white institutions (PWIs) rate faculty of color (FOC) more negatively than White faculty. Despite these trends, efforts to promote the equitable interpretation of end-of-course evaluations remain elusive. In this self-study, we examined portfolio construction's practical and empirical utility…

Many documents are produced in evaluation processes; documentation of student evaluation can therefore be time-consuming. Nevertheless, we have little knowledge about how these documents are used. This paper is based upon analysis of documents that direct and report on internal student evaluation practice at a Norwegian university. Interviews with…

This study investigates the factorial structure of a five-item questionnaire for student ratings of teaching (SRT) at a university setting. It features factor analyses of three large samples of data from a large Midwestern public university in the USA. Students completed the questionnaire at the end of courses. There were three campuses at the…

Can student comments help solve a problem that student ratings helped create? We argue that the comment section of student ratings of instruction (SRI) offers a rich site for studying student perspectives on teaching and learning, particularly how students define and value course and instructor difficulty. Employing rhetorically grounded…