An Academic Review Using Comparative Student Evaluations of the Life Science-Related Departments and Programs at Berkeley.

Sonst. Personen	Koon, Jeff (Mitarb.)
Institution	California Univ., Berkeley.
Titel	An Academic Review Using Comparative Student Evaluations of the Life Science-Related Departments and Programs at Berkeley.
Quelle	(1978), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Biological Sciences; College Environment; College Students; Course Evaluation; Departments; Higher Education; Institutional Research; Majors (Students); Needs Assessment; Participant Satisfaction; Program Evaluation; Questionnaires; Research Projects; State Universities; Statistical Data; Student Attitudes; Student College Relationship; Student Evaluation of Teacher Performance; Student Participation; Student Teacher Relationship; Teacher Evaluation; Undergraduate Students + Suchen Sie Ihr Suchwort? Abwasserbiologie; Hochschulumwelt; Collegestudent; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Bedarfsermittlung; Programme evaluation; Programmevaluation; Fragebogen; Forschungsvorhaben; Staatliche Universität; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher appraisal; Lehrerbeurteilung
Abstract	Upper division undergraduate students at the University of California at Berkeley were surveyed to obtain evaluations of life science-related departments and programs. Of 1,472 questionnaires mailed out, 798 were returned. The questionnaire dealt with such matters as general education requirements, the quality of lower division education, extent of student contact with faculty, advising, coursework, overall student satisfaction and impact of the educational process, and students' views on various educational and university policy questions. Questions about curricula concerned the structure of the major, coverage of content, interpretation of content, class size, scheduling, competition, workload, grading, and testing. Questions about the faculty concerned their ethnicity and sex, informal relations with students, and the faculty's receptivity to males, females, whites, and minorities. A large majority of the students agreed that their program should facilitate undergraduate organization by including students on most committees, providing office space, and by similar types of inclusion. Lectures and coursework in most of the majors were evaluated as being interesting and challenging by very large majorities, and a plurality saw most faculty as being receptive to student input on class structure and content. Information and advising staff were seen as "generally quite helpful." Recommendations and information on demographic characteristics of respondents are presented. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC