Course Evaluations

Course Evaluations


PLEASE READ THIS FIRST

When I was a student, I remember wondering how much other students enjoyed (or didn't enjoy) a class I was considering taking; whether they got anything out of the class; whether it was a tough class; and so on.

When I was an instructor at Washington University in St. Louis, I ran across what I thought was a neat-o idea from the standpoint of the students (and the faculty -- at least indirectly). Each semester hundreds of booklets appeared all over campus. These little books contained the student-evaluations and selected comments for the previous semester courses.

Because I would have appreciated this sort of thing when I was a student, I decided to make something like it available to students for the classes that I teach here at RMU.

As of 2016, Robert Morris University switched from the older SIRS-II survey form to a newer one that was designed in-house. Not all of my courses have been evaluated on the newer form. This means that some of the links below will link to slightly different looking pages. The older (SIRS-II) form was not student-comment-friendly (so I created my own "comments" form that I once used every-so-often). Also, you will see that for the older summaries I included information about the final grade-distributions for all of those classes. This is a pain in the rump to do and I don't do it any more. Sorry.

The newer course evaluation forms are nice in that the company we use provides a summary page along with scanned copies of each form that was completed. So you can see first-hand what students thought (wrote) about the course.

You probably already know this, but course evaluations are sometimes not very accurate for at least three reasons:

  1. Students can use the evaluation to vent some frustration out on an undeserving professor. In this case, negative scores may be exaggerated for effect.

  2. Students may just want to get the evaluation over with and so might not put any real thought behind their responses.

  3. Occasionally students get caught up in less relevant aspects of the experience (such as the professors use of candy-happies, sense-of-humor, etc.) and so may score a course and the professor more highly than deserved.

My evaluations probably reflect all of these (and probably other factors as well) to some degree or another... Generally, though, the larger the number of people evaluating the course, the more likely these things tend to average out in the end. So you have pretty much all the evaluation data to examine at your leisure.


Yeah, yeah... whatever, let's see those evaluations:

     General Psychology PSYC 1010 UPDATED June 2017
     Methods in Behavioral Research PSYC 3100 UPDATED June 2017
     Sensation & Perception PSYC 3250 UPDATED June 2017
     Psychology of Learning PSYC 3400 UPDATED October 2010
     Cognitive Psychology PSYC 3450 UPDATED June 2017
     Human Growth & Development PSYC 3550 UPDATED Jan 2003
     Social Psychology PSYC 3600 UPDATED Jan 2003
     Psychology of Paranormal Beliefs PSYC 3630 UPDATED June 2017
     Theories of Learning & Instruction EDUC 6010 UPDATED May 2006
     Quantitative Research Methods EDML 8240 UPDATED August 2007
[I have taught 2,732 different students at RMU since Fall-2001]