Teaching Evaluations

I utilize the University's end-semester rating form, self-initiated evaluations, and continuous informal feedback from students, to evaluate my teaching. I also utilize mid-term feedback sheet to gather data on my teaching effectiveness for individual classes. Besides, I actively seek feedback from individual students, project teams and the Quality Council. This enables me to gauge the needs of a particular class and take corrective action during the course of the semester. For instance, for my undergraduate class, such feedback enabled me to switch to a three-examination schedule instead of the planned mid-term and final format, as the students felt that they required more opportunities to familiarize with my style of testing.

The formal student instructional ratings conducted by Rutgers University have consistently ranked me well above average in all categories. In the key items of interest, " I rate the teaching effectiveness of the instructor as" (Question 9) and "I rate the overall quality of the course as", my ratings have been consistently in the top bracket every semester (see Table ). The ratings on this question have been summarized vis-à-vis the Department's mean (scoring is on a scale of 1 to 5 with 5 being the highest). These ratings are further significant, considering the following factors: My average class size is significantly bigger than the average class size of other courses at SBC. The motivation level of students registering for my courses (as indicated by the question, "I had strong prior interest in the subject matter and wanted to take this course") averages 3.2, which is much lower than the school's average of 3.6.