BYU–IDAHO FACULTY ASSOCIATION
Student Evaluation Survey Results
January 2011
In November 2010, 282 faculty members completed the Faculty Association survey on student evaluations; these faculty
members provided 434 comments. The Faculty Association Board has reviewed the survey results (and attached them to
this email) and has summarized them for you below. Please read the summary and review the specific statistical results
and faculty comments. Based upon the faculty survey and the academic discussion, the Faculty Association Board
provides recommendations found at the end of this summary.
Overall Perception of Student Evaluations
These results seem to reflect that Pre-CFS faculty members review student evaluation results (which reflects their more
tenuous position) more thoroughly than post-CFS faculty. Faculty members seem to perceive that student evaluations
are primarily a CFS-granting tool rather than an information gathering instrument for faculty in general. 78 percent of
Pre-CFS faculty believe that student evaluations should be given “some weight” in the CFS-granting process; only 16
percent believe they should be given “much weight.”
The survey seems to affirm current practices with regards to the frequency of student evaluations, with 52 percent of
faculty feeling that Pre-CFS faculty should be evaluated every semester (though 18 percent believe it should be every
other semester and 24 percent believe it should be once a year). Thirty-seven percent of faculty believe that CFS faculty
should be evaluated once every three years (though once every five years was not provided on the survey as an option)
and 23 percent believe it should be conducted once a year. Sixty-eight percent of faculty do not believe that student
evaluation information should be made available to students to supplement online instructor rating sites.
Faculty Views on Student Evaluation Questions
With regard to the current student evaluation questions, 84 percent of faculty believe the student comment section of
the evaluation form faculty to be somewhat beneficial or beneficial. Fewer faculty (61 percent) find the numerical results
of the evaluation form somewhat beneficial or beneficial and 33 percent find them not beneficial. According to faculty
responses, the following are the most beneficial student evaluation questions (beginning with the most beneficial):
1. Is there anything about this course and/or instructor that was particularly good? If so, what?
2. What could be done to improve this course to help you learn more?
3. The instructor effectively modeled problem-solving and application of subject matter.
4. The instructor made good use of class time.
5. When given, examples and explanations were clear.
6. The instructor gave helpful feedback of my work.
7. The instructor responded respectfully and constructively to student questions and viewpoints.
8. The instructor motivated me by his/her enthusiasm to want to learn about the subject.
9. Course objectives were clear.
10. Course was well-organized.
11. Student responsibilities and expectations were clearly defined.
12. Instructional resources—textbook(s), course guide(s), online material, etc.—were useful and helped me to achieve
course objectives.
13. Assessment activities—exams, quizzes, papers, hands-on demonstrations, presentations, etc.—accurately and fairly
measured the knowledge and abilities I acquired from the course.
14. Class assignments contributed to my learning and growth.
A majority of faculty members (58 percent) believe there are too many questions on the student evaluation form. As a
result, we recommend that the student evaluation form be shortened by eliminating the questions that faculty stated they
find to be the least beneficial. According to faculty responses, the following are the least beneficial student evaluation
questions (beginning with the least beneficial):
1. The instructor starts/dismisses class at scheduled times.
2. Perceived Learning: Compared to other college courses you have taken, would you say that you have learned.
3. Appropriately brings Gospel insights and values into secular subjects.
4. Inspires students to develop good character
5. Helps students prepare to live effectively in society.
6. Is spiritually inspiring insofar as the subject matter permits.
7. Satisfaction: Compared to other college courses you have taken, would you say that your satisfaction is.
8. I arrived at class on time.
Learning Model Evaluation Questions
Sixty-seven percent of faculty members believe that students should evaluate their own participation, not their teachers’
participation, in the learning model. Therefore, we recommend that a student evaluation of the students’ own
involvement in the learning model—thus taking responsibility for their own learning—would be a more valid assessment
of its adoption.
Faculty Association Recommendations
Based on the survey data, written comments, and Faculty Association Board deliberations, we recommend the following:
1. Shorten the evaluation form by removing the least beneficial questions—identified above—so students may spend
more time offering comments, which faculty members deem to be most beneficial.
2. Create a separate survey for students to capture their involvement with and participation in the Learning Model and
remove Learning Model questions from the evaluation of teaching.
3. Train chairs and deans in the complexities of student evaluations. For example, they should be instructed—as Scott
Bergstrom’s research demonstrates—that male students tend to rate female instructors lower than female students
rate male instructors.
4. When chairs and deans discuss student evaluations with faculty members, if they were to make their own student
evaluations available to those faculty members for review, it would help create an atmosphere of collegiality,
openness, and trust.
5. If the University deems evaluations to be beneficial, it could demonstrate this position by implementing regular
evaluations of deans, chairs, and other administrators by faculty. If faculty can learn from evaluations performed by
their students, it would seem to follow that people in leadership positions could learn from regular evaluations by
their colleagues.