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Student Feedback
Student Feedback
It is by now well documented that student feedback mechanisms are not without their problems. Results are influenced significantly by irrelevant features, from student biases to the presence of cookies. These structural problems must be addressed if student feedback is continued to be used in instructor assessment. In an albeit small scale attempt to account for some of these problems, I have included a short presentation on student feedback in my courses, which I use as an opportunity to discuss the strength and weaknesses of this process. These problems aside, student feedback can be a valuable source of information on student learning and their experience of the course. I use the feedback in revising my courses from semester to semester, adjusting my approach to certain topics and assignments.
A SELECTION OF STUDENT FEEDBACK FROM SOLO-TAUGHT COURSES
A SELECTION OF STUDENT FEEDBACK FROM SOLO-TAUGHT COURSES
These selections have been taken from the official university student feedback forms covering PHIL244: Professional Responsibility, PHIL252: Contemporary Moral Problems (Summer 2017, Summer 2018, and Spring 2019), and PHIL101: Introduction to Philosophy (Spring 2018).
These selections have been taken from the official university student feedback forms covering PHIL244: Professional Responsibility, PHIL252: Contemporary Moral Problems (Summer 2017, Summer 2018, and Spring 2019), and PHIL101: Introduction to Philosophy (Spring 2018).
"Jeffrey's course was very interactive, he was extremely accessible throughout the week and always provided great feedback and insight." (PHIL244, Summer 2020).
"Especially with the unexpected transition to online, this course has been organized extremely well, with expectations for every assignment clearly expressed and laid out in a very accessible way. The amount of work assigned seemed tting to the course and easily manageable, especially for a summer term. The weekly zoom sessions were not only extremely helpful in my understanding of this course and expectations throughout, but were thoroughly enjoyable. I especially enjoyed the smaller group discussions. My time was also respected and though we went over a few weeks, it was productive and not excessive. The professor also provided an ample amount of ways to contact him and seek help, especially in an online format." (PHIL244, Summer 2020)
"I liked this class a lot. Professor Pannekoek did an excellent job at making me interested in a class I didn't think would be very interesting. He made the classroom environment a safe environment to speak, discuss, and debate in, and he always challenged us to think differently and to see all sides of debates and issues." (PHIL252, Spring 2019)
"I was very worried about going into PHIL 252 from hearing other peoples struggles with the class. However, Mr. Pannekoek was unbiased and genuinely interested in everyone's opinions." (PHIL252, Spring 2019)
"Thanks for an awesome semester and helping me learn to open my mind about everything we talked about." (PHIL252, Spring 2019)
"Mr. Pannekoek presented and explained complex, interesting ideas with great clarity. A fantastic philosophy teacher." (PHIL252, Summer 2018)
"[H]e is awesome in trying to help with student needs and organizing assignments."(PHIL252, Summer 2018)
"Great hair and great lectures. The atmosphere was casual and conversation, which definitely helped create an environment that was beneficial for discussion philosophy." (PHIL101, Spring 2018)
"Personally, I like Mr. Pannekoek's teaching style. For the most part, he made rather difficult topics easier to understand and he fostered a learning environment where myself, and my peers, could freely express their own ideas and opinions in relation to the the topics we covered in class." (PHIL101, Spring 2018)
"Jeffrey was an absolutely excellent teacher. He was available to meet in person or communicate through email any time I had a question or needed help. He genuinely cared about us as students and the material he taught." (PHIL252, Summer 2017)
"I think this is a course every student should have to take. This course was more relevant to real life as an adult human being than any course I've ever taken." (PHIL252, Summer 2017)
"I really appreciated after you did the midterm feedback that you took what I suggested and did more smaller group work. This gave me a great opportunity to discuss my opinions in a smaller setting instead of in class. I really appreciated you actually doing that!" (PHIL252, Summer 2017)
Part of our official university student feedback is a quantitative evaluation of various features of the course and their experience thereof. These are rated on a 1-5 scale (5 = Excellent; 4 = Very good; 3 = Good; 2 = Fair; 1 = Poor). Below are the average ratings covering PHIL252: Contemporary Moral Problems (Summer 2017, Summer 2018, and Spring 2019), and PHIL101: Introduction to Philosophy (Spring 2018).
Part of our official university student feedback is a quantitative evaluation of various features of the course and their experience thereof. These are rated on a 1-5 scale (5 = Excellent; 4 = Very good; 3 = Good; 2 = Fair; 1 = Poor). Below are the average ratings covering PHIL252: Contemporary Moral Problems (Summer 2017, Summer 2018, and Spring 2019), and PHIL101: Introduction to Philosophy (Spring 2018).
The instructor contributed to your understanding of course content.
The instructor created an atmosphere that invited you to seek additional help.
The instructor responded to your inquiries about the course within a reasonable timeframe.
The instructor created a respectful and positive learning environment.
The instructor provided useful feedback on course assignments.
The course challenged you to learn something new.
The class sessions were well organized.
The course materials enhanced your learning in this course.
WHAT STUDENTS SAY ABOUT ME ELSEWHERE
WHAT STUDENTS SAY ABOUT ME ELSEWHERE
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