Student Feedback

a model that works for all

Table of Contents

• Overview
• Norms and Values
• Problems
• Research shows...

Overview

Student Feedback, at its core, is a project that intensifies the ecosystem of relationships that De Anza administration, faculty, and students have built with each other. The goal is to establish a kind, intentional feedback system that increases transparency and civility on campus.

Student Feedback Norms and Values

What are some baseline guiding principles for this project?

01 | Input from administration, students, and faculty. This could take the form of a shared governance or a task force.

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02 | Establishment of equity parameters. One person on the committee should be designated to purely identify and address the way systemic biases affect the evaluation data.

03 | Faculty would have access to qualitative data before it goes public, to remove problematic comments and feedback unrelated to teaching.

04 | Data would be published to students with multiple parameters including mean, median, standard deviations, percentile rankings, and full explanation of data in layperson’s terms.

Problems to solve

Rate My Professor

• Uncivil and damaging
• Public to anyone including admin, students, and family/friends.
• Racist/sexist
• Reviews are from two extremes, no middle ground

Transparency

• Students have no guidance on choosing professors.
• Metrics such as grade distribution are not published through De Anza, but a third party.
• No consistent data available.

Lack of Student Input

• Classes are constructed without student input.
• Underserved communities only get input on supplementary resources, not courses themselves.

Equity

• No process to deal with equity issues besides filing a formal report.
• Internal evaluations don’t address professors ignoring DSPS accommodations, stereotyping students, engaging in homophobic/sexist/racist rhetoric, etc..

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Research shows...

01

Students' Evaluations of Educational Quality:

(1) multidimensional

(2) reliable and stable

(3) primarily a function of the instructor rather than of course content

(4) relatively valid against a variety of indicators of effective teaching

(5) relatively unaffected by a variety of variables hypothesized as potential biases

(6) perceived as useful feedback by faculty about their teaching, by students for use in course selection, and by administrators for use in personnel decisions.

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Closing and Goals

Thank you! Questions?