Student evaluations of teaching: perceptions of faculty based on gender, position, and rank

The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included d...

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Bibliographic Details
Published in:Teaching in higher education 2010-12, Vol.15 (6), p.623-636
Main Authors: Kogan, Lori R., Schoenfeld-Tacher, Regina, Hellyer, Peter W.
Format: Article
Language:English
Subjects:
Academic Rank (Professional)
assessment
College Faculty
Demography
faculty
Faculty Development
gender
Gender Differences
Higher Education
Student Evaluation of Teacher Performance
student teaching evaluations
Teacher Attitudes
Teacher Surveys
Tenure
United States (West)
Women Faculty
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Summary:The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2010.491911