Student evaluations of faculty teaching are imperfect and incomplete, but they are here to stay. Students’ ignorance of what it takes to do our jobs would be mostly a source of amusement, except for the fact that many—perhaps all colleges and universities—ask these same young people to assess our performance. They are wonderful young people, but they understand neither the process of teaching nor the implications hovering at the tips of their number-two pencils.
Details
Type Journal ArticlePub Date 7/1/2007Stock # jcst07_036_07_6Volume 036Issue 07