课程评价

e-LIS oversees the course evaluation programs for the following academic areas:

Course Evaluation Information for 教师:
School of Engineering-教师
School of 护理-教师
School of 业务-教师
General Evaluations-教师 (School of 健康科学, School of Education and Human Services and College of 艺术与科学)

Course Evaluation Information for Students:
School of Engineering-Student
School of 护理-Student
School of 业务-Student
General Evaluations-Student (School of 健康科学, School of Education and Human Services and College of 艺术与科学)

The following strategies have all been employed by faculty who regularly receive a response rate of over 75%. While e-LIS does not advocate one strategy over another, we do recommend that you personally reach out to students, explain why course evaluations are important, and continually ask for their participation over several weeks. Do not solely rely on the automated emails, as these are often ignored by students.

• 教师 提醒学生 to complete their evaluations over several class periods.
• 教师向学生展示 一个图表 of how many students had completed their evals over time (several weeks).
• 教师 explained why completing course evals is important (they are used in faculty review and to improve courses and programs).
• 教师 留出时间 in the last class session for students to use laptops and other technology for filling out their evals.
• 教师 made the evaluation part of a final assignment in Moodle - no credit was given, but students did it anyway out of habit.
• 学院发布了 突出的链接 to the course eval site in their Moodle course.
• The submission of the course evaluation was considered part of a general participation grade.
• 额外学分 were given to students who completed the evaluations.
• 额外学分 were given to the entire class when the total response rate crossed a specified percentage.
• 额外学分 were given to the entire class if the total response rate reached 100%.
• 其他激励 (usually food) provided during the last class if a certain percentage of the class had responded by that date.

All course evaluation systems are anonymous, and no teacher ever has the ability to associate a specific set of responses to a specific student. Some systems, however, do allow the teacher to see the 的名字 of the students who have submitted evals, after a specific threshold has been crossed (usually, 5学生). This threshold exists to preserve student anonymity. While the teacher can see the student 的名字, there is no way for the teacher to associate these to a specific set of responses, nor can they even see the responses until after final grades have been turned in. This functionality exists so that teachers who choose to use the extra credit incentive can see which students have completed the evaluation.