Decision-making by Heads of Academic Department using Student Evaluation of Instruction (SEI)

This study investigates the ways in which heads of academic department use student evaluation of instruction (SEI) to make decisions about individual faculty members and/or whole academic departments. The study utilized a convenience sample of 57 heads of department, who completed an online questionnaire with two main constructs, which were assessed at the interval level of measurement. The results of the study revealed significant differences between heads of department who tend to trust SEI results compared to those who tend not to trust SEI results. The findings suggest there is a significant association between how heads of department perceive SEI and how they use it to make decisions about individual faculty members and their academic departments. In addition, analysis of the respondents as per two groups, according to their attitudes of trust or distrust toward SEI, showed that disparities within these groups were greater with respect to issues or decisions that affect individuals as opposed to whole departments. Therefore, the study concludes that decisions should not be made based solely on the results of SEI; rather, multiple sources of evaluation should be utilized to make proper decisions. The author strongly recommends that academic leaders should use SEI across multiple years or courses in order to obtain more reliable information. Future research may include qualitative studies on the topic and discipline-specific studies within certain academic departments or college clusters.

EVALUASI KEGIATAN INSTRUKSIONAL PENGUCAPAN BAHASA INDONESIA OLEH MAHASISWA MENGGUNAKAN SURVEI DARING [STUDENT EVALUATION OF INSTRUCTION IN AN INDONESIAN LANGUAGE PRONUNCIATION COURSE USING AN ONLINE SURVEY]

<p class="abstrak">Student evaluation of instruction is important feedback for instructors to receive in order to refine and improve the learning quality of a course. A free online survey, such as Survey Monkey, can be used to collect the feedback. There is display feature in Survey Monkey that allow users to view the summary of the data in tables and charts. The free account does not support downloading data from the server, but users can compile it manually. This study focuses on using an online survey in the Indonesian Language Program of Zhejiang Yuexiu University of Foreign Languages in China. Students who were enrolled in the Indonesian Pronunciation Course evaluated the instruction in the course. The results showed that data collected through a well-structured online survey questionnaire, aligned with the aim of evaluation, can provide the instructor with sufficient information about the strengths and weaknesses of the instruction.</p><p class="abstrak"><strong>BAHASA INDONESIA ABSTRAK: </strong>Evaluasi kegiatan instruksional oleh mahasiswa dapat digunakan sebagai bahan masukan untuk memperbaiki dan meningkatkan kualitas belajar mengajar mata kuliah. Evaluasi oleh mahasiswa dapat diperoleh melalui pengumpulan data dengan angket pada survei daring bebas bayar seperti Survey Monkey. Survei ini dapat menampilkan tabel dan grafik ringkasan data yang dengan mudah dapat digunakan oleh dosen untuk melakukan interpretasi. Data kualitatif dari hasil pertanyaan terbuka dapat dilihat pada laman Survey Monkey, namun hasil rinci yang akan diinterpretasi harus diunduh secara manual karena peneliti menggunakan akun bebas bayar. Penelitian survei daring ini memaparkan analisis dan interpretasi evaluasi mahasiswa terhadap kegiatan instruksional mata kuliah Pengucapan Bahasa Indonesia pada Jurusan Bahasa Indonesia, Universitas Bahasa Asing Zhejiang Yuexiu di Tiongkok. Hasil penelitian menunjukkan, data survei yang dikumpulkan dengan angket daring yang disusun secara terstruktur dan sesuai dengan tujuan evaluasi dapat memberikan informasi mengenai kelebihan dan kekurangan pelaksanaan kegiatan instruksional selama perkuliahan.</p>

The Relationship Between Student Evaluation of Instruction Scores and Faculty Formal Educational Coursework

Context: Emphasis is placed on athletic training educators' content area expertise and not on their formal training in educational concepts. Objective: The purposes of this study were to identify the amount of educational coursework completed by ATEP faculty and investigate the relationship between ATEP instructors' student evaluation of instruction scores and their formal educational coursework completed. Design: Survey design that included demographic and questionnaire components. Setting: Self-administered questionnaires Participants: The population for the study was athletic trainers working as full-time faculty in Florida ATEPs (n = 19; mean age 39.2 ± 8.03; mean teaching experience 8.84 ± 5.79 years). Data Collection: Faculty participants completed a demographic questionnaire. Students in a non-laboratory based and non-clinical education course taught by the faculty member completed the Students' Evaluation of Educational Quality questionnaire. Analysis: Correlations and independent samples t-tests were analyzed. Results: Faculty completed 9.25 ± 7.39 education courses. The study found positive correlations of moderate/large effect sizes between 7 of the 9 Student Evaluation of Educational Quality (SEEQ) subscales as well as the total SEEQ score, and the number of education courses taken by faculty. The positive correlation between the “Assignments/Readings” subscale and the number of education courses taken by faculty was significant. Independent samples t-tests demonstrated that when faculty had taken more than 10 courses related to education, their students rated them significantly higher on the “Learning/Academic Value” and “Assignments/Readings” subscales than faculty who have taken 10 or fewer courses. Conclusion(s): There is a lack of uniformity among ATEP faculty regarding the quantity of formal educational coursework. The results of this study provide some evidence that a positive relationship exists between educational coursework and some student evaluation of instruction subscale scores.