Teaching Aspects That Impact SET

Aspects of Teaching that Impact SET

  • Higer ratings in classes where students learn more
  • Higher ratings in difficult classes where students have to work hard and learn
  • Lower ratings in classes where students learn the least
  • Higher ratings with prior student interest in course (motivated to take it)
  • Higher ratings in elective courses
  • Higher ratings in higher level classes (especially graduate courses)
  • Higher ratings in smaller classe
  • Higher ratings when student expects a high grade (low correlation)
  • Lower ratings if grades in course are undeservedly high
  • Higher ratings from higher level students
  • Higher ratings in arts/humanities than in social sciences
  • Higher ratings in social sciences than in natural sciences/math
  • Higher ratings if signed by student
  • Higher ratings if teacher stays in classroom during evaluation
  • Time during term when administered has no impact on ratings
  • Higher if students know results will be used for personnel decisions
  • Higher ratings when instructor communicates expectations about course work
  • Higher ratings when students perceive instructor cares about their success

Aspects of Teaching Correlated with Student Learning

  • Organization and preparation
  • Clarity and “understandableness”
  • Enthusiasm
  • Ability to promote student learning/self-initiated learning
  • Teacher’s knowledge of subject matter
  • Teacher’s availability and helpfulness
  • Encourage questions and being open to opinions of others
  • Ability to stimulate student interest in the subject
  • Demonstrating personal interest in and respect for students and their learning
  • Sensitivity to and concern with class level and progress
  • Fairness and impartiality of evaluation
  • Nature, quality, and frequency of feedback to students
  • Difficulty of course/intellectual challenge

Possible Sources of Bias in SET Results

  • Age of instructor not correlated with SET
  • Age of student not correlated with SET
  • Graduate TAs’ ratings are lower than faculty ratings
  • Gender of teacher not consistently correlated with SET
  • Gender of student/gender of instructor interaction might be possible
  • Ratings influenced by how well instructors conforms to stereotypes
  • GPA of student NOT correlated with SET
  • Race and SET not fully studied—correlation uncertain
  • Energy and enthusiasm of instructor correlated with SET results