Comparison of Student and Faculty Perceptions of Intent and Effectiveness of Course Evaluations in an Engineering Curriculum

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This paper provides a comparison between a student’s apparent belief system and faculty perceptions of the intent and effectiveness of course evaluations. Data collection was through a survey instrument and in-person interviews. The focus of information gathering was directed toward how student course evaluations may have impacted faculty teaching methodologies, choice of course materials, and content of curriculum from both a scale and timing viewpoint. The results from this research are useful for those interested in examining gaps that may exist between student and faculty perceptions related to the usefulness of course evaluations. In particular, the conclusions drawn from the data are applicable to educators of newly matriculated students when introducing and setting expectations for their institute’s course evaluation system, for example during a first semester College and Life Skills course.

Author(s):

Thomas James    
Engineering Management
Rose Hulman Institute of Technology
United States

John Michael Van Treeck    
Electrical Engineering
Rose Hulman Institute of Technology
United States