That's a lot of data to get from students. How much do they comply? Does participation increase/decrease as they move through the program? How much impact do the results have on instructor performance reviews and compensation?
What the percentage break down? Do students make the same decision each time?
Do you ask for verbal or written feedback? Are your students comfortable enough to be candid with their comments? How do you avoid some students from dominating the responses?
This certainly seems to be a very thorough survey. Does it cover each topic every 3 weeks? How thoughtful are the students when they complete it? Do "upperclassmen" respond more thoughtfully than new students?
We have a variety of processes at different levels. At the end of each phase (every three weeks) each student has the option to complete an exit survey and the data is reviewed to identify improvement opportunities. We also have a Student in Jeopardy program that tracks students through their plan to see if we're meeting expectations. Finally, we manage all courses in key areas to ensure we're staying current and meeting student expectations.
Lots of one on one discussion,including managment to instructors,student to instructors,etc. Ed Managers , training managers, regular visit the classrooms, many many meetings. INTERVENTION. Evaluations at the end of each phase.
We have End of Course evaluations. These "evals"
cover the education experience for that course. It includes the Instructors courtesy, lab instruction, preparedness, grading procedures and class control. It also includes questions on course content, materials, test questions, training aids and tools/equipment. This info is measured in a E-G-F-P format and a score is generated for measurement. The student also has the opportunity to write comments either anonymous or with their ID# or name. These comments are taken very seriously. We interview the student to document the concern if the student gives his name. Fortunately, most are very positive commments that give the Instructor satisfaction of a job well done.
After each written test - I quickly review the correct answers then I call call each name and either announce the score aloud OR have the student come up to the front to see/review the test & questions - their choice. Some are proud to let the class know how well they did. Others, more privately, can get a quick one-on-one as to why they got that particular question(s) wrong.
Usually after each lab or excersise I ask for feedback on the task. I do this to see if it fulfilled the learning objective and the expectations of the student. This also allows me to see if I have any students that are struggling with a certain area.
Our school utilizes a student evaluation that is filled out by the students every phase or every three weeks it evaluates the instructors, training aids, resource center,tools and equipment used, course content, course materials, test questions, grading procedures,learning objectives, instructor , instructor preparedness, courtesy , and class control, this information is sent to the edu cation management and corporate departments. for evaluation.
Every three weeks the students are surveyed and allowed to comment on the instructor, course, and our school.
Students have access to education leadership at any time of they day if they want to address an issue. Student services and financial aid are available during office hours.
What is the format for students to ask questions and share expectations? How much do you try to shape their expectations?
We make sure that all questions are answered promptly or within a reasonable amount of time , we also ask the students what their expectations are and how they are doing with their everyday experience here at the campus .
all personell in the campus work together in order make sure student expectations are met
UTI bends over backwards to give the students every opportunity to succeed and be satisfied wth their learning experience.
Twenty four of twenty six students took the time to make a comment on my evaluation. Twenty three of them were positive and said things like "i love the way he does not answer our questions directly out in the lab but rather puts them back on us making us think about the solutions ourself. If we do not come to an answer in a short while he will throw us a little bit of information and put us back to work finding the answer." One student had the comment "Why do i pay all this money to find the answers to my questions myself" I know why i teach this way and most students realize why i do it this way but once in a while a student does not get the purpose of this. What i have done to correct this is to inform the class before we go to lab the first time that i am going to make them try to find the answers and not just hand them out and i tell them why i approach it this way. So far it seems to have improved the understanding of what to expect as we go to lab and have not had any students think i am shorting them somehow.
At the end of each course the students fill out an evaluation form on the instructors answering 12 questions about how the course was conducted. As well twice a year the students fill out an evaluation of the support services departments. On both serveys the students have an opportunity to make written comments and if they put their name and student number in the comments the education managers will contact them to help them as needed.
What was the last thing you did to improve, based on these evaluation forms?
In my three weeks with the students we have only two post test. I will go over the questions missed as in what day , lab or lecture I covered the subject. I do this as my way of the eexpectations I put on my self.
Every course we give our class an evalution form where they answer specific questions pertaing to,but not limited to, everything from curriculem & tests to insructor performance. They are also encouraged to write in comments about any thing on thier minds.
Also, instructors under go annual evaluations by our managers as well as training such as this.
