The purpose of this study was to analyze and interpret the results
of fall term student ratings of faculty teaching performance (n= 40,000)
in order to determine whether relationships exist between a range of
demographic variables and the ratings professors receive from students
enrolled in their classes. A population of 645 full-time faculty and 273
teaching assistants from 11 colleges across Oregon State University were
evaluated in fall term 1989-1990 by students who completed the university's
Student Assessment of Teaching Instrument (SATI).
The results from an analysis of demographic variables and faculty
ratings revealed that students rated faculty significantly different in
major and non-major courses. No differences were found between faculty
ratings and student variables of GPA, expected grade, and percent of
classroom attendance.
Overall faculty ratings in large and small classes were not
significantly different, although differences were found on several SATI
instructional dimensions. Students in large classes rated faculty higher
on clearly presenting course objectives/requirements, being well prepared
and organized, clearly presenting subject matter concepts, and relevancy
of examinations. Faculty in small classes received the highest ratings
on the sensitivity of the instructor to student understanding material
presented in class, or having more opportunity for student/faculty
interaction.
Statistical differences were found between graduate and
undergraduate ratings of faculty teaching performance. Freshman class
level in undergraduate courses and graduate students gave significantly
higher faculty ratings than other levels. Significant gender differences
were also found in student ratings of faculty in the Colleges of
Engineering and Home Economics. Female faculty in Engineering received
significantly higher ratings than male faculty by male students.
Conversely, male faculty in Home Economics received significantly higher
ratings than female faculty by female students.
There was no significant difference between tenure status and
faculty ratings; however a difference did appear when tenure was compared
with faculty productivity rates (publications in refereed journals). No
significant differences were found between publication rates and faculty
rank. Differences in faculty publication rates appeared when gender of
the faculty was analyzed.
There was no significant difference between teaching performance
ratings for all academic ranks of full-time faculty and non-international
teaching assistants (NITAs). Statistical differences were noted for
international teaching assistants (ITAs) and all academic ranks.
Significant difference were found between NITAs and ITAs overall ratings
as well as along several instructional dimensions of the SATI. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36068 |
| Date | 12 September 1991 |
| Creators | Anstine, Daniel D. |
| Contributors | Rice, Robert |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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