Translating students’ comments on course evaluations
Navigating students’ comments could be one of the most challenging aspects of interpreting course evaluations. In an article in Innovative Higher Education, Linda Hodges and Katherine Stanton (2007) suggest using these comments as “windows into the process of student learning and intellectual development” rather than as reviews of “how they have been entertained” by an instructor.
Hodges is Director of the Harold W. McGraw, Jr. Center for Teaching and Learning at Princeton University; Stanton is the center’s assistant director. They point out that sometimes students’ comments stem from “students’ expectations of or prior experiences with college classes” that “entail teachers standing in front of the room ‘telling.’”
For example, is a comment like “I did not learn in this class because the teacher did not teach” evidence of a lack of effective teaching, or evidence that the style of teaching – including lots of team-based work – wasn’t what the student was expecting? Reframing student comments in this light can ultimately help improve teaching, Hodges and Stanton suggest.
“We may see our evaluations less as judgments of our performance and more as insight into our students’ intellectual growth—insight that may engage us in intellectual growth as teachers and scholars.”
Hodges, L.C., and Stanton, K. (2007). “Translating comments on student evaluations into the language of learning” in Innovative Higher Education 31:279-286.
New Faculty Resources Community
You are invited to view the new Faculty Resources Community:
The Faculty Resources Community was created to provide faculty members, Course Directors, Year Directors and Committee Chairs with advance notice of topics to be discussed at Curriculum Committee meetings as well as easy access to Curriculum Committee Highlights, links to faculty development on teaching and assessment and materials distributed at Course Directors’ Retreats. Other resources posted in the new community include the Future of Medical Education in Canada reports and the latest LCME accreditation standards. We welcome suggestions for additional resources.
The School of Medicine would like to provide all of its faculty members with opportunities to comment on draft policies and procedures prior to their finalization and implementation. It is our aim to post Curriculum Committee agendae to the Faculty Resources Community 48 hours in advance of each meeting. Highlights of each Curriculum Committee meeting will be posted as soon as the minutes of the meeting have been approved. All faculty members are welcome to attend Curriculum Committee meetings, although advance notice is appreciated so that appropriate space can be booked. Faculty participation in Curriculum Committee discussions is at the discretion of the Chair Dr. Michelle Gibson. Requests may be communicated in writing prior to a meeting.
Educational Development and Faculty Support
Welcome back to another academic year–and welcome to new faculty and to new students! The Educational Development and Faculty Support Team is available to assist you.
Our role is to assist faculty in development and implementation of courses, sessions, assessments, teaching methods, and generally to assist with any educational concerns you have. We work in partnership with MEdTech and with the Bracken Health Sciences librarians to help you.
- Sheila Pinchin, Manager of the Education Team, firstname.lastname@example.org ext. 78757
- Theresa Suart, Educational Developer, email@example.com ext. 75485
- Eleni Katsoulas, Assessment and Evaluation Consultant, firstname.lastname@example.org
- Alice Rush-Rhodes, Special Curricular Assistant, email@example.com
- Catherine Isaacs, our Coordinator of Accreditation is also a part of the team, and helps us keep accreditation and quality assurance as part of our focus.
Feel free to contact any of us. We look forward to meeting you!