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A Guide of Editing Post-Course Evaluation Form on Mac

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PDF Editor FAQ

What are the best CI-H classes at MIT?

I wrote a script to look up all the CI-H classes in the MIT Subject Listing & Schedule and then scrape the course evaluation system for the most recent term's student ratings. Each of the following classes has an average student rating of ≥ 6.4 out of 7 with at least 5 submitted evaluations for the last term that it was taught:Communicating Across Cultures (21F.019) (6.8)Soviet and Post-Soviet Politics and Society (17.57) (6.8)International Women's Voices (21F.022) (6.6)Advanced Workshop in Writing for Social Sciences and Architecture (21F.228) (6.6)Forms of Western Narrative (21L.012)** (6.6)Introduction of Japanese Culture (21F.064)** (6.5)Foundations of Western Culture (21L.001) (6.5)Introduction to Education: Looking Forward and Looking Back on Education (11.124) (6.5)Introduction to Comparative Politics (17.50) (6.5)Japanese Literature and Cinema (21F.065)** (6.4)Justice (17.01)** (6.4)Introduction to Media Studies (CMS.100) (6.4)Technology in American History (STS.001)* (6.4)--* I have personally taken this subject and would agree with this rating** Friends of mine have taken this subject and would agree with this rating

How come students don't get the opportunity to evaluate teachers at least once at the end of the year after being evaluated by their teacher all year?

From this question, I assume you’re not a college student. . . .In the US, at most colleges / universities that I am aware of, students do in fact evaluate the courses they’ve taken, and the instructors who teach them, at the end of each semester. There are standard questions answered with a numerical rating, which can be averaged over all students (e.g. “This instructor’s English was clear and easy to understand. 5 = Agree Strongly; 4 = Agree. . . . “) There is also space for students to write any comments they want to (“Dr Wagnor is teh WORST teacher here becaus his review sessions are USELESS. . . “)Where I teach, the evaluations are on-line and students can fill them out at any time during the last two weeks or so of class. Before they were on-line, there was one day I’d have to schedule in advance when I’d start class, someone else would walk in with the evaluation forms, and I’d walk out for about fifteen minutes or so and wait around with my thumb up my metaphorical backside while my students filled out their course evaluation forms.Exactly how seriously these evaluations are taken depends on policies at the college; a lot also depends on the personalities of the dean, department head, tenure and promotions committee, and so on. I’ve heard of everything from student evals being roundfiled and utterly forgotten, to instructors getting raked over the coals for some comment like “She should smile more.” I recall one administrator who once expounded at great length and amazing detail at me, for fifteen minutes I’ll never have back, on how my evaluation scores were high, but "failing to show a steady trend of improvement." I don’t know many instructors who like getting these back. Administrators who are focused on the “customer satisfaction” model of education have been known to seriously damage faculty careers for the stupidest reasons imaginable. This is why most of us tend to rank student evals, on a scale of pleasant things to experience, somewhere between “hemorrhoid flareup” and “unpleasant dental procedure”.The problem is this: Some students are mature enough to provide genuinely thoughtful feedback—the sort of comments that make the instructor say, “You know, that’s something I could improve on.” That’s fine. However, these seem to get drowned out by comments from students who hate the instructor for not just giving them automatic As without asking them to think. That “Dr Wagnor is teh WORST teacher” comment I quoted is nearly a direct quote. I’d been holding review sessions before each exam, where I’d help students prepare—but I asked the students to come with questions prepared; I wasn’t just going to repeat a month’s worth of lectures, or tell them the answers in advance. This was not good enough for my student (these are anonymous evaluations, but I knew exactly who it was), who thought “review session” meant “professor tells you exactly what’s going to be on the test, so you don’t clutter your overstuffed mind with learning one itty bitty thing more than absolutely necessary”.Most of us in the biz have similar horror stories. Female instructors seem to have it even worse—every so often they get complaints about being insufficiently attractive, or they get attacked for being bitches if they try to show any rigor (or for being airheads if they don’t; you can’t effin’ win with some people). There’s a defunct (and sorely missed) series of blogs that were set up for professors to share horror stories, including student evaluation horror stories: Rate Your Students. Posts like this explain how it goes down: "If One Of Us Stands Up. We Can All Stand Up." Furlong from Fursville is Finished. And: On Student Evaluations . And More on Expectations, Evaluation, and That Tricky Reality . And on the successor blog to Rate Your Students, 10 Ways to Boost your Student Evaluations . . . . and so on.If you don’t get to evaluate your teachers, I’m guessing you’re in secondary school or high school, where this isn’t a common practice as far as I know. (Although it may be getting more common: see Why Kids Should Grade Teachers ).Me, I just now tell my students to please remember, when they fill out my evaluations, that “bastard” is spelled with two a’s. But then, I have tenure. . .

Why do many math/physics university instructors teach poorly or in an obscure manner?

Let me flip this around for a second: when was the last time you provided concrete, specific feedback to one of these instructors?If you're a typical student, the answer is probably never. Almost all students will do nothing more than hastily fill in some bubbles on a scantron evaluation form. How often do you really ask questions in class? Be honest now, is it remotely as often as you have questions?The only feedback your instructor is getting may be fairly subjective readings of the relative level of student engagement. For experienced teachers, that may be enough. For newbies, eek. For those coming from another country, and thus may not have subtleties of the language or culture, that's a completely unreasonable expectation.Meanwhile they've received little to no training. Think about the path they took to wind up in front of you. If it's a TA, they've maybe gotten a couple hours of mostly the university covering their backside; please don't sleep with your students, folks. A new professor may not have ever served as a TA, got a PhD, typically spent a few years as a post-doc doing purely research, and now is going to miraculously know how to teach, potentially to a large lecture's worth of students, which is a whole different animal compared to small classrooms. This is the teaching you how to swim by dunking you in the deep end method; it's not surprising that a lot of people respond by hating and trying to minimize teaching. There's little feedback coming from students, and observations from more senior faculty may be worse than useless if that mentor does not have the best pedagogical skills either. Why would we expect such a system to yield improving quality? It's largely unpleasant for everyone.Teaching is a skill. It takes practice, failure, and correction. It is highly unlikely your instructor wants to be bad at this, even if they put on the “teaching is beneath me” mask. So lend them a hand. As in literally, raise your bloody hand and ask questions if something is not clear. Let them know when a particular class was more or less effective for you and, to the best of your ability, why. Give real feedback on course evaluations. In the long run, it will help.

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