What Can I Learn From Student Ratings?
While student ratings are dismissed by some educators for having little to offer, these ratings can in fact be highly beneficial to teachers who want to improve their skills. Students can provide helpful and legitimate feedback on what they feel they learned, workload levels, and observable behaviors that include the teacherís pace, volume, clarity and organization. We show you how to read student ratings to help make you a better teacher.
Prepare yourself for student ratings
While student ratings are dismissed by some educators for having little to offer, these ratings can in fact be highly beneficial to you teachers who want to improve your skills.
Students can provide helpful and legitimate feedback on what they feel they learned, workload levels, and observable behaviors that include the teacherís pace, volume, clarity and organization.
During this Magna 20-Minute Mentor, Ike Shibley, Ph.D., a veteran of teaching face-to-face, shows you how to read student ratings so you can use studentsí comments to help you, or another teacher, improve and grow.
You will learn how to
- Understand how to prepare yourself for student ratings.
- Reflect on what you thought went well and where improvements could be made.
- Create a list of areas in which you performed well and a list of areas where you can improve.
- Take advantage of existing campus resources to improve your teaching skills.
This professional development program on CD also includes:
- Supplemental materials that feature additional background information
- Recommendations for reviewing SETs
- A case study
- Questions for reflection
- Recommended resources
At the conclusion of this faculty development program, you will know how to:
- More realistically assess students' comments to help you improve your teaching
- Engage a trusted colleague in a dialogue about student ratings
- Distinguish among areas that students are qualified to comment on vs. areas they are not
†Product Code: PM09VA
Ivan A. Shibley, Jr. (Ike), Ph.D., is associate professor of chemistry at Penn State Berks, a small four-year college within the Penn State system. He teaches introductory chemistry, general chemistry, organic chemistry, biochemistry, philosophy of science courses, first-year bioethics seminar, and senior science seminar.
His research involves pedagogical approaches to improving science instruction at the college level. He has won both local and university-wide awards for his teaching including the 2009 Eisenhower Award presented to a tenured Penn State faculty member who exhibits excellent teaching as well as mentoring other teachers.
Ike has been teaching blended courses for almost a decade. He first became involved in blended design as part of an 18-month project to completely redesign the general chemistry course at Berks.
As part of a team of six professionals who invested over 1,000 man-hours in the redesign Ike helped provide the pedagogical and subject matter expertise to help guide the redesign.
The course has now been delivered in a blended format for seven years with an average GPA almost 25% higher than previous years. Every section of general chemistry taught at Penn State Berks now uses the same blended design.
Ike has co-authored several manuscript about the results. Ike has also redesigned a nutrition course that is offered in a blended as well as a fully online format.
He and a collaborator have blended upper-level biology courses on cell signalling, neurobiology, and developmental biology.
He presents his work on blended learning at numerous professional conferences and has become an ardent advocate of blended learning.
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