Nursing Faculty Experiences with Student Evaluations

Autor/in	Beck, Debbie
Titel	Nursing Faculty Experiences with Student Evaluations
Quelle	(2016), (207 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-2361-4
Schlagwörter	Hochschulschrift; Dissertation; Nursing Education; College Faculty; Undergraduate Study; Interviews; Observation; Student Behavior; Grades (Scholastic); Scores; Teacher Role; Teacher Evaluation; Grade Inflation; Student Evaluation; Reputation; Student Evaluation of Teacher Performance + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegepädagogik; Fakultät; Grundstudium; Interviewing; Interviewtechnik; Beobachtung; Student behaviour; Schülerverhalten; Notenspiegel; Lehrerrolle; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung
Abstract	Faculty members are often evaluated primarily on the results of student end-of-course surveys (SEOCSs) for promotion, teaching contract renewals, and offers of teaching assignments. Consequently, SEOCSs have become a primary focus in faculty evaluations. Rigor in a course and the assignment of grades associated with assessments can be a source of ongoing conflict between students and faculty. Students may use formal mechanisms to intentionally tarnish faculty reputations, write cruel comments, and assign low scores to faculty on SEOCSs, especially if they do not provide the grades that are desired. The purpose of the research study was to describe nursing faculty experiences with SEOCS utilized in undergraduate nursing courses, grading practices, administrative review of performance, and offering of teaching contracts. An IRB-approved qualitative research design was used for this study. Data were collected by interviewing nursing faculty in a pre-licensure nursing program. Nursing faculty with a minimum of 2 years of teaching experience were interviewed from multiple sites in an academic environment offering a pre-licensure program in the Midwest. A combination of observations, face-to-face interviews, and field notes were analyzed and themes and meanings were identified. Major themes revealed (a) faculty are exposed to a wide variety of unacceptable student behaviors that can have long-lasting, devastating effects; (b) faculty concerns about student comments that were hurtful, disturbing, and unrelated to teaching effectiveness; (c) higher final grades in a course and/or points earned on assessments are being posted by faculty than were merited; (d) lack of faculty support from course coordinators or administration when assigning low grades to students; and (e) SEOCS evaluations of faculty were weighted heavily in faculty performance evaluations and administrative offerings of teaching contracts. Although student comments on the SEOCSs have been shown to be inappropriate, they continue to be used by administration as an integral component of faculty performance evaluations. As a result, some faculty inflate grades to improve student evaluations in order to continue successful employment in an academic environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01