evidence of teaching effectiveness james r. briscoe · 2019. 11. 5. · for questions 1-9: 5 =...

Evidence of Teaching Effectiveness

James R. Briscoe

University of Memphis Evaluations 2013-2016

SETE SUMMARY FORM : Fall 2013 - Summer 2015 Name: James R Briscoe Department of Communication

Semester/ Year

Course Prefix &

No.

Student Participation:

Student Responses/

Section Enrollment

Item #1 Mean

Section/ Course/ Prefix/ College

Item #2 Mean


Item #3 Mean


Item #4 Mean


Item #5 Mean


Item #6 Mean


Item #7 Mean


Item #8 Mean


Item #9 Mean


F2013

Comm 2381

20/25 4.50/4.48/4.42/4.25

4.70/4.67/4.64/4.49

4.60/4.49/4.49/4.29

4.40/4.38/4.35/4.27

4.65/4.62/4.60/4.49

4.65/4.65/4.62/4.50

4.55/4.57/4.49/4.36

4.75/4.68/4.69/4.63

4.55/4.57/4.53/4.39

F2013

Comm 2381

21/24 4.62/4.48/4.42/4.25

4.57/4.67/4.64/4.49

4.76/4.49/4.49/4.29

4.52/4.38/4.35/4.27

4.81/4.62/4.60/4.49

4.67/4.65/4.62/4.50

4.67/4.57/4.49/4.36

4.72/4.68/4.69/4.63

4.80/4.57/4.53/4.39

S2014

Comm 2381

22/25 4.36/4.35/4.33/4.28

4.77/4.56/4.55/4.48

4.48/4.30/4.35/4.32

4.23/4.24/4.25/4.28

4.50/4.48/4.49/4.48

4.64/4.50/4.52/4.50

4.50/4.42/4.41/4.38

4.68/4.57/4.60/4.60

4.64/4.41/4.44/4.41

S2014

Comm 2381

22/25 4.42/4.35/4.33/4.42

4.57/4.56/4.55/4.48

4.63/4.30/4.35/4.32

4.25/4.24/4.25/4.28

4.63/4.48/4.49/4.48

4.67/4.50/4.52/4.50

4.67/4.42/4.41/4.38

4.67/4.57/4.60/4.60

4.53/4.41/4.44/4.41

Sum2014

Comm 2381

18/18 4.72/4.54/4.48/4.53

4.94/4.89/4.85/4.83

4.94/4.75/4.68/4.68

4.44/4.48/4.43/4.48

4.94/4.75/4.67/4.71

4.94/4.77/4.67/4.72

4.94/4.77/4.69/4.70

4.94/4.74/4.72/4.78

4.94/4.72/4.68/4.71

F2014

Comm 2381M52

11/16 3.91/4.16/4.13/4.22

4.73/4.48/4.47/4.42

4.45/4.04/4.11/4.26

4.33/4.06/4.08/4.26

4.80/4.33/4.35/4.39

4.73/4.37/4.40/4.43

4.73/4.31/4.27/4.31

4.73/4.47/4.50/4.57

4.73./4.23/4.24/4.31

F2014

Comm 2381

26/27 4.42/4.16/4.13/4.22

4.62/4.48/4.47/4.42

4350/4.04/4.11/4.26

3.85/4.06/4.08/4.26

4.58/4.33/4.35/4.39

4.77/4.37/4.40/4.43

4.35/4.31/4.27/4.31

4.73/4.47/4.50/4.57

5.65/4.23/4.24/4.31

S2015

Comm 2381

26/27 4.46/4.27/4.28/4.21

4.77/4.49/4.48/4.42

4.58/4.25/4.26/4.23

4.15/4.13/4.15/4.21

4.62.4.50/4.50/4.46

4.73/4.47/4.47/4.45

4.69/4.35/4.34/4.32

4.65/4.54/4.55/4.54

4.77/4.37/4.37/4.33

S2015

Comm 2381

23/23 4.83/4.27/4.28/4.21

4.91/4.49/4.48/4.42

4.73/4.25/4.26/4.23

3.57/4.13/4.15/4.21

4.70/4.50/4.50/4.46

4.87/4.47/4.47/4.45

4.57/4.35/4.34/4.32

4.87/4.45/4.55/4.54

4.83/4.37/4.37/4.33

Sum2015

Comm 2381M52

9/9 4.56/4.57/4.56/4.53

5.00/4.74/4.74/4.70

4.67/4.70/4.70/4.66

4.33/4.55/4.52/4.48

4.67/4.72/4.72/4.68

4.78/4.75/4.75/4.70

4.78/4.69/4.68/4.64

4.67/4.79/4.79/4.76

4.67/4.73/4.72/4.67

Item #1: Instructor Competence Item #6: Instructor Interest Item #2: Availability for Questions Item #7: Instructor Concern Item #3: Course Organization Item #8: Instructor Knowledge Item #4: Learning Item #9: Instructor Effectiveness Item #5: Instructor Enthusiasm

SETE SUMMARY FORM : Fall 2015 - Summer 2016 Name: James R Briscoe Department of Communication

Semester/ Year

Course Prefix &

No.

Student Participation:

Student Responses/

Section Enrollment

Item #1 Mean


Item #2 Mean


Item #3 Mean


Item #4 Mean


Item #5 Mean


Item #6 Mean


Item #7 Mean


Item #8 Mean


Item #9 Mean


F2015

Comm 2381

25/26 4.76/4.31/4.23/4.21

4.80/4.48/4.46/4.42

4.64/4.27/4.29/4.29

4.33/4.20/4.15/4.26

4.68/4.43/4.43/4.44

4.84//4.48/4.47/4.46

4.75/4.35/4.27/4.30

4.84/4.53/4.55/4.60

4.80/4.37/4.32/4.35

F2015

Comm 2381M50

15/17 4.27/4.31/4.23/4.21

4.40/4.48/4.46/4.42

4.20/4.27/4.29/4.29

4.20/4.20/4015/4.26

4.33/4.43/4.43/4.44

4.60/4.48/4.47/4.46

4.29/4.35/4.27/4.30

4.47/4.53/4.55/4.60

4.53/4.37/4.32/4.35

S2016

Comm 2381H

18/19 4.67/4.31/4.25/4.27

5.00/4.53/4.50/4.49

4.61/4.28/4.27/4.32

4.22/4.21/4.17/4.28

4.67/4.50/4.47/4.49

4.94/4.50/4.47/4.51

4.61/4.41/4.35/4.36

4.83/4.57/4.56/4.61

4.89/4.43/4.39/4.41

S2016

Comm 2381

20/23 4.45/4.31/4.25/4.27

4.65/4.53/4.50/4.49

4.40/4.28/4.27/4.32

4.25/4.21/4.17/4.28

4.45/4.50/4.47/4.49

4.65/4.50/4.47/4.51

4.45/4.41/4.35/4.36

4.75/4.57/4.56/4.61

4.60/4.43/4.39/4.41

S2016

Comm 3330

10/15 4.60/4.71/4.37/4.46

4.90/4.89/4.47/4.58

4.80/4.79/4.32/4.35

4.60/4.75/4.18/4.33

4.60/4.79/4.47/4.55

4.70/4.79/4.51/4.56

4.60/4.79/4.37/4.48

4.90/4.86/4.59/4.66

4.60/4.75/4.38/4.48

S2016

Comm 3330

5/7 4.60/4.71/4.37/4.46

4.80/4.89/4.47/4.58

4.60/4.79/4.32/4.35

4.660/4.75/4.18/4.33

4.60/4.79/4.47/4.55

4.60/4.79/4.51/4.56

4.80/4.79/4.37/4.48

4.80/4.86/4.59/4.66

4.80/4.75/4.38/4.48

Sum2016

Comm 4341

7/8 4.71/4.71/4.58/4.48

4.71/4.71/4.68/4.55

4.71/4.71/4.68/4.55

4.57/4.57/4.42/4.38

4.86/4.86/4.67/4.50

5.00/5.00/4.67/4.50

4.71/4.71/4.58/4.45

5.00/5.00/4.79/4.62

4.86/4.86/4.58/4.48

Item #1: Instructor Competence Item #6: Instructor Interest Item #2: Availability for Questions Item #7: Instructor Concern Item #3: Course Organization Item #8: Instructor Knowledge Item #4: Learning Item #9: Instructor Effectiveness Item #5: Instructor Enthusiasm

For questions 1-9: 5 = Strongly Agree 4 = Agree 3 = Neither 2 = Disagree 1 = Strongly Disagree NA = Not ApplicablePlease note: This survey assesses student perceptions of the course and is not an objective measure of teaching effectiveness

Summer 2016 Student Evaluation of Teaching Effectiveness (SETE)10:49 Tuesday, August 9, 2016 1

for all Surveys CompletedCOMM4341251 Taught by Briscoe, James

8 Students Enrolled -- Upper DivisionStatistical Summary





# Question SectionMean

SectionStdDev

CourseMean

CourseStdDev

PrefixMean

byDiv

PrefixStdDev

CollegeMeanby Div

CollegeStdDev

1 I have become more competent because of this course. 4.71 0.49 4.71 0.49 4.58 0.77 4.48 0.782 I had an opportunity to ask questions in or outside of class. 4.71 0.49 4.71 0.49 4.68 0.58 4.55 0.693 The course was well organized. 4.71 0.49 4.71 0.49 4.68 0.48 4.55 0.634 The tests or other evaluation methods adequately assessed how well I

learned the course material.4.57 0.79 4.57 0.79 4.42 0.84 4.38 0.82

5 The instructor was enthusiastic when presenting course material. 4.86 0.38 4.86 0.38 4.67 0.77 4.50 0.846 The instructor was interested in teaching. 5.00 0.00 5.00 0.00 4.67 0.77 4.50 0.847 The instructor was concerned with whether the students learned the

materials.4.71 0.76 4.71 0.76 4.58 0.84 4.45 0.87

8 The instructor was knowledgeable about the subject. 5.00 0.00 5.00 0.00 4.79 0.42 4.62 0.629 In general, the instructor was an effective teacher. 4.86 0.38 4.86 0.38 4.58 0.77 4.48 0.78

10 Do you have confidence that these ratings will be taken seriously? 1.00 0.00 1.00 0.00 1.00 0.00 1.04 0.1911 Was this form administered fairly and correctly? 1.00 0.00 1.00 0.00 1.11 0.32 1.07 0.2612 Was this a required course for you? 1.14 0.38 1.14 0.38 1.11 0.32 1.07 0.2613 Are you a major in the area in which this course is being taught? 1.43 0.53 1.43 0.53 1.32 0.48 1.28 0.4514 What grade do you expect to receive in this course? 1.14 0.38 1.14 0.38 1.58 0.69 1.71 0.7115 What is your overall GPA? a)2.2 or less (b) 2.3-2.5 (c) 2.6-2.9 (d)

3.0-3.3 (e) 3.4-4.03.86 1.46 3.86 1.46 3.58 1.35 3.57 1.23




8 Students Enrolled -- Upper DivisionResponse Summary





# Question SectionResponses

SectionN/A

CourseResponses

CourseN/A

PrefixResponses

PrefixN/A

CollegeResponses

CollegeN/A

1 I have become more competent because of thiscourse.

7 0 7 0 19 0 29 0

2 I had an opportunity to ask questions in oroutside of class.

7 0 7 0 19 0 29 0

3 The course was well organized. 7 0 7 0 19 0 29 04 The tests or other evaluation methods adequately

assessed how well I learned the course material.7 0 7 0 19 0 29 0

5 The instructor was enthusiastic when presentingcourse material.

7 0 7 0 18 1 28 1

6 The instructor was interested in teaching. 7 0 7 0 18 1 28 17 The instructor was concerned with whether the

students learned the materials.7 0 7 0 19 0 29 0

8 The instructor was knowledgeable about thesubject.

7 0 7 0 19 0 29 0

9 In general, the instructor was an effectiveteacher.

7 0 7 0 19 0 29 0

10 Do you have confidence that these ratings will betaken seriously?

6 1 6 1 17 2 27 2

11 Was this form administered fairly and correctly? 6 1 6 1 18 1 28 112 Was this a required course for you? 7 0 7 0 19 0 29 013 Are you a major in the area in which this course

is being taught?7 0 7 0 19 0 29 0

14 What grade do you expect to receive in thiscourse?

7 0 7 0 19 0 28 1

15 What is your overall GPA? a)2.2 or less (b)2.3-2.5 (c) 2.6-2.9 (d) 3.0-3.3 (e) 3.4-4.0

7 0 7 0 19 0 28 1

10:49 Tuesday, August 9, 2016 310:49 Tuesday, August 9, 2016 3

Response

1

2

3

4

5

Question

1 Competence 2 Questions 3 Organized 4 Learning 5 Enthused 6 Interested 7 Concerned 8 Knowledge 9 Effective

Prefix Mean Distribution Comparison to COMM4341251 By Division

This box and whiskers plot shows the 5th, 25th, 50th, 75th and 95th percentiles of all section means (by division) within the prefix.

10:49 Tuesday, August 9, 2016 410:49 Tuesday, August 9, 2016 4

Response

1

2

3

4

5

Question


College Mean Distribution Comparison to COMM4341251 By Division


8/30/2016 SETE | The University of Memphis

https://umwa.memphis.edu/seteReports/sirs6_comments.php?confirm=1994163&uuid=jrbrscoe&inst_uuid=jrbrscoe&yearsem=2016U&cour=COMM4341251&... 1/2

SETE Reports

You are logged in as: James Briscoe

2016U COMM4341251 jrbrscoe

Positive characteristics or

strengths of the

course/instructor

Criticisms concerning the

course/instructor

Additional comments and

suggestions

Positive characteristics

include: engaging the

audience by using visuals to

supplement the textbook

material, and real life stories

from his personal

experiences to illustrate how

the different theories and

concepts play into reallife

scenarios.

Considering it was a

summer section, it is

understandable it was a bit

rushed. However, more time

could have been taken to go

over the smaller theoretical

concepts, as well as how to

apply them. The instructions

for assignments are

sometimes not direct or very

explanatory in what is

required, so it can be a little

misleading when trying to

figure out how to complete

an assignment.

The professor is super tall.

It`s also weird he doesn`t like

(more like hates) cats,

considering he is a UofM

Tiger. Tigers are big cats,

after all. I think more hands

on learning would be

beneficial. For example, the

professor could set up a

situation and have students

engage with each other in

that situation. Depending on

how the students interact in

the situation, the professor

could direct the situation

along a more positive path by

helping students to construct

responses that would lead to

better outcomes in most

circumstances. Basically,

practicing what is learned

inside of class, so that when

students are outside of class

they have a better idea of

how to apply the different

strategies, etc.

Love your class and even

when you try to be funny.!

Thanks for teaching he

about communication,

different styles and theory`s.

Keep doing what you doing

and good luck Dr. TacoBell

jk Dr.Briscoe

The instructor was funny

and engaging. He was very

knowledgable about the

course material and always

took the time to make sure

we had a clear

NA I enjoyed the instructor`s

class thoroughly, I learned a

lot about relationships, which

will help my career in

counseling as well as my


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understanding of the

material we read.

relationships in life. I think the

instructor did a great job!

I have had a class with JR

before. He is so nice and

incredibly helpful. Responds

quickly to any emailed

questions. It`s obvious he

loves teaching. He did a

great job with making the

class incredibly interesting.

Best class I have ever

taken.

Great teacher/person

overall!

Keep doing what your doing!

You`re GREAT! KP

If you are experiencing any problems with this page, please call ITD Help Desk @ 6788888 (or) e

mail UMTech


Spring 2016 Student Evaluation of Teaching Effectiveness (SETE)12:04 Friday, May 13, 2016 1








SectionStdDev

CourseMean

CourseStdDev

PrefixMean

byDiv

PrefixStdDev

CollegeMeanby Div

CollegeStdDev




materials.4.60 0.70 4.79 0.50 4.37 0.93 4.48 0.86



3.0-3.3 (e) 3.4-4.03.90 0.99 3.57 1.20 3.65 1.19 3.86 1.18










SectionN/A

CourseResponses

CourseN/A

PrefixResponses

PrefixN/A

CollegeResponses

CollegeN/A


10 0 28 0 377 5 1492 23


10 0 28 0 378 4 1488 26




10 0 28 0 371 10 1477 34




10 0 28 0 374 5 1485 24


10 0 28 0 375 4 1480 25


10 0 28 0 365 17 1447 66


is being taught?10 0 27 0 372 4 1465 34


10 0 28 0 368 11 1462 44


10 0 28 0 372 8 1463 44

12:04 Friday, May 13, 2016 312:04 Friday, May 13, 2016 3

Response

1

2

3

4

5

Question





Response

1

2

3

4

5

Question





https://umwa.memphis.edu/seteReports/sirs6_comments.php?confirm=1970738&uuid=jrbrscoe&inst_uuid=jrbrscoe&yearsem=2016S&cour=COMM3330101&f… 1/2

SETE Reports


2016S COMM3330101 jrbrscoe


strengths of the

course/instructor


course/instructor


suggestions

My first class with you. I

really enjoyed your style and

sense of humor.

He was very relatable and

understood the students

needs very well. David was

also extremely dependable

and was punctual with his

time.

Not able to get as much one

on one time because of the

reality of meeting once a

week for class.

Very helpful course, helped

me with my research

methods class immensely.

JR was funny and helpful

and really made the lab

experience something to

look forward to. He was kind

and forgiving during the

course of the semester and

really possess a thorough

wealth of knowledge and

experience to help us

through the writing process.

This was a great learning

experience for me, and i

appreciated your good

sense of humor and the

ability you have to explain

things very thoroughly.

Everything. JR is a badass. I miss JR already and am

therefore very depressed.


mail UMTech




19 Students Enrolled -- Lower DivisionStatistical Summary




19 Students Enrolled -- Lower DivisionStatistical Summary


SectionStdDev

CourseMean

CourseStdDev

PrefixMean

byDiv

PrefixStdDev

CollegeMeanby Div

CollegeStdDev




materials.4.61 0.61 4.41 0.86 4.35 0.89 4.36 0.90



3.0-3.3 (e) 3.4-4.04.56 0.98 3.99 1.16 3.97 1.16 3.91 1.22




19 Students Enrolled -- Lower DivisionResponse Summary




19 Students Enrolled -- Lower DivisionResponse Summary


SectionN/A

CourseResponses

CourseN/A

PrefixResponses

PrefixN/A

CollegeResponses

CollegeN/A


18 0 615 3 793 3 2408 21


18 0 616 2 793 3 2411 19




18 0 612 3 782 11 2395 32




18 0 615 1 790 4 2405 20


18 0 613 2 788 4 2400 20


18 0 592 26 757 37 2323 103


is being taught?18 0 607 10 782 12 2373 45


18 0 603 13 779 15 2380 49


18 0 591 24 764 29 2312 104


Response

1

2

3

4

5

Question






SETE Reports


2016S COMM2381303 jrbrscoe


strengths of the

course/instructor


course/instructor


suggestions

Best professor I have everhad. Great enthusiasm forteaching.

Very intelligent on the topic.Knows what he is talkingabout. Also allows a lot offreedom in choosing whatyou want to talk about.

Your criticism of ourspeeches was sometimeshurtful. Another classmateand I were hurt with some ofyour comments. Overall itwas not that bad, but beaware of potentiallysensitive people.

Definitely my favorite class.You kept it interesting andfun.

Briscoe, thanks for caring forus as students. I appreciatehaving a teacher that takeshis job seriously.

Briscoe was a great teacherand truly cared that we knewand understood the material.

Great course and greatenthusiasm when teaching. Ireally feel this course hastaught me a great dealabout public speaking. Veryhappy with how J.R. taughtthis course.

Maybe do a more thoroughdiscussion about the eportfolio at the beginning ofthe semester as I feel thathung a few students upearly on.

Made the class interestingApproachable teacherInterested in teaching

EPortfolio assignment couldbe clarified a little more fromthe beginning

I think recording ourspeeches could be beneficialif all students agree at thebeginning

The instructor cared aboutthe students on a personallevel. He was alwaysavailable for questions. The

If you decide to havequizzes in the future maybehave them multiple choice.Sometimes the questions



class was well organized

and there were opportunities

for extra credit. He made the

class feel like more of a

relaxed environment which

made me perform better.

seemed like they could have

multiple answers.

JR was very approachable

from the very beginning

about my concerns for the

order of the speeches. I

appreciated his passion for

each of us to do well, and he

made us feel comfortable in

the classroom setting.

Great professor, very

personable and

approachable

JR is probably my favorite

professor I`ve had so far.

Not only was he an effective

teacher, but he obviously

cared about the class and

the students in it. I felt less

dumb about giving speeches

because he would show us

when we would use a

speech and even showed

video examples in class of

real life speeches that

corresponded with the ones

we were giving. I`m really

sad he`s leaving Memphis

because I would definitely

consider taking another

class from him. I feel like I

learned not only school

smarts, practical life skills as

well. 10/10 would

recommend.

Very humorous and easy to

listen to.

Helped me learn to control

my energy. Helped me learn

to slow down and move

through a process of

creation. Gave me fair

chance to correct my

mistakes. Started off so

bombastic I kinda worried



the audience. By the end I

was able to successfully

perform a solemn eulogy.

Interesting classes. Was

always entertained during

class.

You`re so enthusiastic when

you teach. I think it helps

that you`re very in touch

with your

He was extremely helpful

and made the class very

interesting for the students.

Definitely was my favorite

class, Briscoe was good at

keeping it interesting and

was always there to answer

any questions I had.


mail UMTech

Southern Utah University Evaluations 2012-2013

BRISCOE mSouthern Utah University -.Communications 1010 II"TU 01:00Spring 2013 IDEADiagnostic Form Report

To learn more, see the Interpretive Guide: www.theideacenter.org/diagnosticguide.pdf

Of the 31 students enrolled, 29 responded (94%).Feedback from individual classes is always useful to guide improvement efforts.Typically, multiple classesshould be used for evaluation, using more classeswhen they are small (fewer than 10) or when theyhave low response rates less than 60%) (seewww.theideacenter.org/AdminDecisions).

Summary Evaluation of Teaching Effectiveness

Teaching effectiveness is assessed in two ways: A. Progress on Relevant Objectives, a weighted average of student ratings of the progress theyreported on objectives selected as "Important" or "Essential" (double weighted) and B. Overall Ratings, the average student agreement with statementsthat the teacher and the course were excellent. The SUMMARY EVALUATION is the average of these two measures. Individual institutions may preferto combine these measures in some other manner to arrive at a summary judgment.

Converted Averages are standardized scores that take into account the fact that the average ratings for items on the IDEA form are not equal; studentsreport more progress on some objectives than on others. Converted scores all have the same average (50) and the same variability (a standarddeviation of 10); about 40% of them will be between 45 and 55. Because measures are not perfectly reliable, it is best to regard the "true score" as lyingwithin plus or minus 3 of the reported score.

For comparative purposes, use converted averages. Your converted averages are compared with those from all classes in the IDEA database. Ifenough classes are available, comparisons are also made with classes in the same broad discipline as this class and/or with all classes that used IDEAat your institution. The Interpretive Guide offers some suggestions for using comparative results; some institutions may prefer to establish theirown "standards" based on raw or adjusted scores rather than on comparative standing.

Both unadjusted (raw) and adjusted averages are reported. The latter makes classes more comparable by considering factors that influence studentratings, yet are beyond the instructor's control. Scores are adjusted to take into account student desire to take the course regardless of who taught it(item 39), student work habits (item 43), instructor reported class size, and two multiple item measures (student effort not attributable to the instructorand course difficulty not attributable to the instructor).

Your Average Scores

Your Average(5-point scale)

Raw Ad'.A. Progress on RelevantObjectives 1

Three objectives were selectedas relevant (Important or 4.1 4.tEssential- see oace 21

Overall Ratings

B. Excellent Teacher 4.6 4.6

C. Excellent Course 4.5 4.6

D. Average of B & C 4.6 4.6

Summary Evaluation 4.4 4.4(Average of A & OJ 1

1 If you are comparing Progress on RelevantObjectives tram one instructor to another, use theconverted average.

2The process tor computing Progress on RelevantObjectives for the Discipline and Institution wasmodified on May 1, 2006. Do not compare theseresults with reports generated prior to this date.

Your Converted Average When Compared toAll Classes in the IDEA Database

Overall Rati;:;;;-s SummaryA. Progress Evaluation

Comparison on Relevant B. Excellent C. Excellent D. Average(Average of

Category Objectives Teacher Course of B& CA & OJ

Raw I Adj. Raw Adi. Raw Ad'. Raw Ad;' Raw Ad;.Much Higher

I IHighest 10%'63 or ttioher)

62HigherNext 20% 59 59(56-62) 58

5756 56 56

54

I53SimilarMiddle 40%(45-55)

ILower INext 20% I(38-44)

IMuch Lower

I~cowest10%37 or lower) I

y C Wh C y 2dour onverte Averaae en omnared to our:Discipline 47 I 50 56 57 57 60 57 59 52 55(IDEA Datal

Institution 51 I 52 55 55 57 59 56 57 54 55

IDEA DISCipline used for comparison:Communications

Student Ratings of Learning on Relevant (Important and Essential) Objectives

Average unadjusted (raw) and adjusted progress ratings are shown below for those objectives you identified as "Important" or "Essential." Progress onRelevant Objectives (also shown on page 1) is a weighted average of student ratings of the progress they reported on objectives selected as"Important" or "Essential" (double weighted). The percent of students rating each as "1" or "2' (either "no" or ·slight" progress) and as "4" or "5"("substantial" or "exceptional" progress) is also reported. These results should help you identify objectives where improvement efforts might best befocused. Page 3 contains suggestions about the types of changes you might consider to obtain more satisfactory results. Also, refer to the POD-IDEACenter Learning Notes (www.theideacenter.org/podidea/PODNotesLearning.html).

ImportanceYour Average Percent of

Rating(5-point scale) Students Rating

Raw I Adj. 1 or 2 4 or 5

21. Gaining factual knowledge (terminology, Minor/None I Iclassifications, methods, trends)

2'.Learning fundamental principles, Important 4.2 I 4.2 (1'1. I 79"/..generalizations, or theories i

23.Learning to apply course material (to Iimprove thinking, problem solving, and Important 4.2 43 (1'1. 79%decisions) ,

24.Developing specific skills, competencies,,

Iand points of view needed by professionals Minor/None IIn the field most closely related to thiscourse I

25.Acquiring skills iR working with others as a Minor/None Imember of a team I

26.Developing creative capacities (writing, Iinventing. designing, performing In art, Minor/None Imusic, drama, etc.)

27.Gaining a broader understanding and Iappreciation of intellectual/cultural activity Minor/NoneI(music, science, literature, etc.)

28.Developing skill in expressing myself orally Essential 3.9 I 3.9 10% 69%or In writing

'9.Learning how to find and use resources for MinorlNoneanswering questions or solving problems

30. Developing a clearer understanding of, and Minor/Nonecommitment to, personal values

31.learning to analyze and critically evaluate MinorlNoneideas, arguments, and points of view

32.Acquiring an Interest in learning more byasking my own questions and seeking Minor/Noneanswers

Progress on Relevant Objectives 4.1 i 4.1

1The process lor computing Progress on Relevant Objectives for the Discipline and Institution wasmodified on May 1, 2006. Do not compare these results with reports generated prior to this dale.

Description of Course and Students

Your Converted Average WhenComDared to Groun Averaues

IDEA Database IDEA Dlsclcttne Your InstitutionRaw Ad'usted Raw Ad usted Raw Ad·usted

55 56 51 54 50 54Similar Higher Similar Similar Similar Similar

55 55 50 53 52 54Similar Similar Similar Similar Similar Similar

52 51 44 47 50 49Similar Similar Lower Similar Similar Similar

54 53 47 50 51 52-Much Higher _ Highest 10"/0 of classes (63 or higher)

Higher '" Next 20%(56-62)Similar = Middle 40%(45-55)Lower = Next 20%(38-44)Much Lower = Lowest 10%(37 or lower)

Students described the course by rating three items related to "level of academic challenge." Results cannot be interpreted as "good" or "bad"; ingeneral, these ratings have a slight positive relationship with measures of academic achievement. The three items describing your students relate toh d atingst err aea emic motivation and work habits and are key factors in develooino adiusted r

Your Average

Course Description(5-point scale)

33.Amount of reading 3.4

34.Amount of work in other (non-reading) assignments 3.4

35.Difficulty of subject matter 3.1

Student Description37.I worked harder on this course than on most courses I have taken. 3.4

39.I really wanted to take this course regardless of who taught it. 3.2

43.As a rule, I putlorth more effort than other students on academic work. 3.6

Your Converted Average WhenCom ared to er cue Averaaes

IDEA Database IDEA Discipline Your Institution

53 Similar 55 Similar 53 Similar


45 Similar 48 Similar 43 Lower



49 Similar 42 Lower 45 Similar

-Much Higher _ Hlghesll0% ct classes (63 or higher)Higher = Next 20%(56-62)Similar = Middle 40% (45-55)Lower = Nex120% (38-44)Much Lower = Lowest 10%(37 or lower)

FosteringStudent Collaboration4.0 69%

Retain current use orconsider increasina

4.6 93% Strength to retain

4.3 86%

Improving Teaching Effectiveness

One way to improve teaching effectiveness is to make more use of the teaching methods closely related to learning on specific objectives.» Review ~ to identify the objective(s) where improvements are most desirable.}> Use the first column to answer the question, "Which of the 20 teaching methods are most related to learning on these objectlvets)?"» Review the next two columns to answer the question, "How did students rate my use of these important methods?");> Read the last column to answer the question, "What changes should I consider in my teaching methods?"» Beyond specific methods, do the results suggest a general area (e.g., Stimulating Student Interest) where improvement efforts should be

focused?

Suggested Actions are based on comparisons with ratings for classes of similar size and level of student motivation. Consider increasing use meansyou employed the method less frequently than those teaching similar classes. Retain current use or consider increasing means you employed themethod with typical frequency. Strength to retain means you employed the method more frequently than those teaching similar classes. More detailedsuggestions are in the Interpretive Guide (www.theideacenter.org/diagnosticguide.pdf), POD-IDEA Center Notes(www.theideacenter.org/podidea), and POD-IDEA Center Learning Notes (www.theideacenter.org/podidea/PODNotesLearning.html).

T h" M th d d St I

Your AveragePercent of

Students Rating Suggested Action(5-point scale) 4 or 5

4.0 72%Retain current use orconsider increasing




eac mg e 0 san yes

Relevant to Objectives:(see page 2)

Stimulating Student Interest8. Stimulated students to intellectual effort beyond that required by most All selected objectivescourses

15. Inspired students to set and achieve goals which really challenged them All selected objectives

4. Demonstrated the importance and significance of the subject matter 22,23

13. Introduced stimulating ideas about the subject All selected objectives

18. Asked students to help each other understand ideas or concepts 28

16. Asked students to share ideas and experiences with others 28whose backarounds and vtewectnte differ from their own

5. Formed "teams" or "discussion groups' to facilitate learningNot relevant to objectives

selected

EstablishingRa rt4.0 60%

Retain current use orconsider Increastno



4.4 86%

ppo7. Explained the reasons for criticisms of students' academic performance 23, 28

2. Found ways to help students answer their own questions All selected objectives

1. Displayed a personal interest in students and their learning 23,28

20. Encouraged student-faculty interaction outside of class (office visits, Not relevant to objectives

phone calls, e malls, etc.) selected

EncouragingStudent Involvement4.7 93% Strength to retain


3.9 76%

4.6 97%

11. Related course material to real life situations 23

19. Gave projects, tests, or assignments that required original 28or creative thinkina

9. Encouraged students to use multiple resources (e.g. data banks, library Not relevant to objectives

holdings, outside experts) to improve understanding selected14. Involved students in "hands on" projects such as research, case studies, Not relevant to objectives

or "real life" activities selected

Structurin CI E4.5 83%

Retain current use orconsider increasing



4.4 86"1.

4.1 76%

g assroom xpertences6. Made it clear how each topic iiI into the course 22,23

10. Explained course material clearly and concisely 22,23

12. Gave tests, projects, etc. that covered the most important 22points of the course

3. Scheduled course work (class activities, tests, projects) in ways which Not relevant to objectives

encouraoeo students to stev un-to-date in their work selected17. Provided timely and frequent feedback on tests, reports, projects, etc. 10 Not relevant to objectives

heln students tmarove selected

5-polnt Scale: 1 = Hardly Ever 2 = Occasionally 3::: Sometimes 4 = Frequently 5 == Almost Always

Statistical Detail Number Responding The details on this page are of interest

1 2 3 4 5 Omit Ava. s.d. primarily to those who want to confirm scores

t , Displayed a personal interest in students and their learning 0 1 1 9 18 0 4.5 0.7 reported on pages 1-3 or who want to

2. Found ways to help students answer their own questions 1 1 2 10 15 0 4.3 1.0 determine if responses to some items were

3. Scheduled course work (class activities, tests, projects) in .. 1 0 3 8 17 0 4.4 0.9 distributed in an unusual manner.

4. Demonstrated the importance and significance of the .. 1 0 4 10 14 0 4.2 1.0Converted Averages are reported only for

5. Formed 'teams' or "discussion groups' to facilitate learning 0 3 1 9 16 0 4.3 1.0relevant learning objectives (Important or

6. Made it clear how each topic fit into the course 0 1 4 5 19 0 4.4 0.9 Essential - see page 2) and other items for7. Explained the reasons for criticisms of students' academic .. 1 0 9 8 11 0 4.0 1.0 which comparisons were provided.8. Stimulated students to intellectual effort beyond that.. 1 1 6 11 10 0 4.0 1.0

9. Encouraged students to use multiple resources (e.g. data ... 1 1 5 14 8 0 3.9 1.0 Notes:10. Explained course material clearly and concisely 1 0 2 5 21 0 4.6 0.9 Discipline code selected on FIF: 090011. Related course material to realHte situations 0 a 2 6 21 a 4.7 0.6 Discipline code used for comparison: 0900

12. Gave tests, projects, etc. that covered the most important. .. 0 1 1 11 16 a 4.4 0.7

13. Introduced sllmulating ideas aboutlhe subject 0 1 2 8 18 0 4.5 0.8

14. Involved students in "hands on" projects such as.. 0 0 1 10 18 0 4.6 0.6

15. Inspired students to set and achieve goals which really ... 0 2 5 10 12 a 4.1 0.9

16. Asked students to share ideas and experiences with ... 0 0 2 7 20 0 4.6 0.6

17. Provided timely and frequent feedback on tests, reports, ... 0 1 6 10 12 0 4.1 0.9

18. Asked students to help each other understand ideas or.. 0 3 6 8 12 0 4.0 1.0

19. Gave projects, tests, or assignments that required original .. 0 0 4 9 16 a 4.4 0.7

20. Encouraged student-faculty interaction outside of class .. 0 1 3 9 16 a 4.4 0.8

Key: 1 - HardlyEver 2", Occasionally 3 '" Sometimes 4 - Frequently 5 :: AlmostAlways

Converted Ava. Comoarison GrOUDAveraoeRaw Adj. IDEA Discipline Institution

21. Gaining tactual knowledge (terminology, classifications, .. 0 0 6 13 10 0 4.1 0.7 NA NA 4.0 4.2 4.2

22. Learning fundamental principles, generalizations, or ... a 0 6 12 11 a 4.2 0.8 55 56 3." 4.1 4.2

23. Learning to apply course material (to Improve thinking, .. 0 0 6 1a 13 a 4.2 0.8 55 55 4.0 4.2 4.1

24. Developing specific skills, competencies, and points of .. 1 a 6 13 9 0 4.0 0.9 NA NA 4.0 4.3 4.2

25. Acqultinq skills in working with others as a member of a.. 2 0 6 4 17 0 4.2 1.2 NA NA 3.9 4.1 4.0

26. Developing creative capacities (writing, Inventing, .. 0 3 6 9 11 0 4.0 1.0 NA NA 3.9 4.2 3.9

27. Gaining a broader understanding and appreciation of... 0 4 8 9 8 0 3.7 1.0 NA NA 3.7 4.0 3.9

28. Developing skill in expressing myself orally or in ... 1 2 6 9 11 0 3." 1.1 52 51 3.8 4.2 3."

29. Learning how to find and use resources for answering .. 2 2 7 11 7 0 3.7 1.1 NA NA 3.7 4.0 3.9

30. Developing a clearer understanding of, and commitment .. 2 2 5 s 11 0 3.9 1.2 NA NA 3.8 4.0 3.9

31. Learning to analyze and critically evaluate ideas,.. 0 3 5 11 10 0 4.0 1.0 NA NA 3.8 4.1 4.0

32. Acquiring an Interest in learning more by asking my own .. 1 2 5 9 12 0 4.0 1.1 NA NA 3.8 4.0 3.9

Key: 1 '" Noapparent progress 2 '" Slight progress 3:: Moderate progress 4 :: Substantialprogress 5 :: Exceptionalprogress Bold:: Selectedas Important or Essential

33. Amount 01 reading 0 1 ,. 5 4 0 3.4 0.8 53 NA 3.2 3.1 3.2

34. Amount of work in other (non-reading) assignments 0 0 20 6 3 0 3.4 0.7 50 NA 3.4 3.5 3.4

35. Difficulty of subject mailer 1 1 23 1 3 0 3.1 0.8 45 NA 3.4 3.3 3.5

Key: 1 '" MuchL.essthan Most 2:: Lessthan Most 3 '" About Average 4 :: Morethan Most 5 '" MuchMore than Most

36. I had a strong desire to take this course. 0 2 7 13 7 0 3.9 0.9 NA NA 3.7 3.6 3.8

37. I worked harder on this course than on most courses I.. 0 4 14 7 4 0 3.4 0.9 47 NA 3.6 3.6 3.6

38. I really wanted to take a course from this instructor. 2 3 12 5 7 0 3.4 1.2 NA NA 3.4 3.6 3.6

39. I really wanted to take this course regardless of who ... 3 5 7 10 4 0 3.2 1.2 48 NA 3.3 3.3 3.4

40. As a result of taking this course, I have more positive .. 0 1 4 11 13 0 4.2 0.8 56 58 3.9 4.0 4.0

41. Overall, I rate this instructor an excellent teacher. 0 1 2 4 22 0 4.6 0.8 57 56 4.2 4.3 4.442. Overall, I rate this course as excellent. 0 0 3 9 17 a 4.5 0.7 59 62 3.9 4.1 4.143. As a rule, I put forth more effort than other students on ... 1 2 9 12 5 0 3.6 1.0 4" NA 3.6 3.9 3.8Key: 1 '" Definitely False 2 :: More Falsethan True 3 :: In Between 4 '" More Truethan False 5 '" Definitely True

Additional Questions: 1 2 3 4 5 Omit Avn, s.d.48. 0 0 0 0 1 28 5.0 NA49. a 0 0 1 0 28 4.0 NA50. a 0 0 0 1 28 5.0 NA51. a a a 1 0 28 4.0 NA52. 0 0 a 1 0 28 4.0 NA53. 0 0 0 a 1 28 5.0 NA54. 0 0 a 0 1 28 5.0 NA55. 0 0 0 0 1 28 50 NA56. 0 0 a 0 1 28 5.0 NA57. 0 0 0 1 a 28 4.0 NA

May 16, 2013

1 2 3 4 5 Omit Ava. s.d.58. 2959. 2960. 2961. 2962. 2963. 2964. 2965. 2966. 2967. 29

3173

BRISCOE, JSouthern Utah UniversityCommunications 101005MWF11:00Fall2012


IDEA Diagnostic Form Report

Of the 31 students enrolied, 26 responded (84%).Feedback from individual classes is always useful to gUide improvement efforts.Typically, multiple classesshould be used for evaluation, using more classeswhen they are small (fewer than 10) or when theyhave low response rates (less than 60%)(seewww.theideacenter.org/AdminDecisions).


Teaching effectiveness is assessed in two ways: A. Progress on Relevant Objectives, a weighted average of student ratings of the progress theyreported on objectives selected as "Important" or "Essential" (double weighted) and B. Overall Ratings, the average student agreement with statementsthat the teacher and the course were excellent. The SUMMARY EVALUATION is the average of these two measures. Individual institutions may preferto combine these measures in some other manner to arrive at a summary judgment.

Converted Averages are standardized scores that take into account the fact that the average ratings for items on the IDEA form are not equal; studentsreport more progress on some objectives than on others. Converted scores all have the same average (50) and the same variability (a standarddeviation of 10); about 40% of them will be between 45 and 55. Because measures are not perfectly reliable, it is best to regard the "true score" as lyingwithin plus or minus 3 of the reported score.

For comparative purposes, use converted averages. Your converted averages are compared with those from all classes in the IDEA database. Ifenough classes are available, comparisons are also made with classes in the same broad discipline as this class and/or with all classes that used IDEAat your institution. The Interpretive Guide offers some suggestions for using comparative results; some institutions may prefer to establish theirown "standards" based on raw or adjusted scores rather than on comparative standing.

Both unadjusted (raw) and adjusted averages are reported. The latter makes classes more comparable by considering factors that influence studentratings, yet are beyond the instructor's control. Scores are adjusted to take into account student desire to take the course regardless of who taught it(item 39), student work habits (item 43), instructor reported class size, and two multiple item measures (student effort not attributable to the instructorand course difficulty not attributable to the instructor).

Your Average Scores


Raw Ad;.A. Progress on RelevantObjectives 1

Three objectives were selectedas relevant (Important or 4.3 4.5Essential - see nace 2\

Overall Ratings



D. Average of 8 & C 4.5 4.5

4.5Summary Evaluation(Average of A & 0) 1

4.4

1 If you are comparing Progress on RelevantObjectives from one instructor to another, use theconverted average.

2The process for computing Progress on RelevantObjectives for the Discipline and Institution wasmodified on May 1, 2006. Do not compare theseresults with reports generated prior to this date.


Overall aeunce SummaryA. Progress Evaluation


Category Objectives Teacher Course of B & CA & 0)

Raw I Adj. Raw Adj. Raw Adi. Raw Adj. Raw Adj.Much Higher

IHighest 10%63 or hiaherl

Higher I 61

Next 20% 59 59(56-62) 58

I58

57 57 5756

54 ISimilarMiddle 40%

I(45-55)

LowerNext 20%(38-44)

Much LowerLowest 10%(37 0 r lower'

2Your Converted Averaae When Compared to Your:Discipline 53 I 58 56 59 54 I 53 55 56 54 57IDEA Data'

Institution 56 I 59 56 58 54 I 52 55 55 56 57

IDEA DISCipline used for companson:Communications


Average unadjusted (raw) and adjusted progress ratings are shown below for those objectives you identified as "Important" or "Essential." Progress onRelevant Objectives (also shown on page 1) is a weighted average of student ratings of the progress they reported on objectives selected as"Important" or "Essential" (double weighted). The percent of students rating each as "1" or "2" (either "no" or "slight" progress) and as "4" or "5"("substantial" or "exceptional" progress) is also reported. These results should help you identify objectives where improvement efforts might best befocused. Page 3 contains suggestions about the types of changes you might consider to obtain more satisfactory results. Also, refer to the POD-IDEACenter Learning Notes (www.theideacenter.org/podidea/PODNotesLearning.htmll.

Your Average Percent ofImportance (5-point scale) Students RatingRating

Raw Adj. 1 or 2 I 4 or 521.Gaining factual knowledge (terminology,

Minor/None Iclassifications, methods, trends)22. learning fundamental principles, Important 4.3 I 4.4 0% 85%

generalizations, or theories23. learning to apply course material (to

improve thinking, problem solving, and Important 4.3 4.5 4% 85%decisions)

24.Developing specific skills, competencies,and points of view needed by professionals

Minor/NoneIn the field most closely related to thiscourse

25.Acquiring skills in working with others as aMinorlNonemember of a team

26.Developing creative capacities (writing, Iinventing, designing, performing in art, Minor/None

Imusic, drama, etc.)27.Gaining a broader understanding and Iappreciation of intellectual/culturai activity Minor/None

(music, science, literature, etc.) I28.Devetcplnp skill in expressing myself orally Essential 4.3 I 4.5 0% 81%or in writing

29. Learning how to find and use resources forMinor/Noneanswering questions or solving problems

30.Developing a clearer underslanding of, andMinor/Nonecommttment to. personal values

31. learning to analyze and critically evaluateMinorlNoneideas, arguments, and points of view

32.Acquiring an interest in learning more byasking my own questions and seeking Minor/Noneanswers

Progress on Relevant Objectives 4.3 4.5

1 The process for computing Progress on Relevant Objectives for the Discipline and Institution wasmodified on May 1,2006. Do not compare these results with reports generated prior to this date.


Your Converted Average WhenCom ared to GrOUDAveraaes

IDEA Database IDEA Dtscteltne Your InstitutionRaw Ad·usted Raw Adjusted Raw Ad·usted

57 60 53 57 53 58Higher Higher Similar Higher Similar Higher

57 60 52 58 55 59Higher Higher Similar Higher Similar Higher

58 61 53 59 58 59Higher Higher Similar Higher Higher Higher

58 61 53 58 56 59- .MUChHigher Highest 10~ of classes (63 or higher)

Higher :: Next 20% (56-62)Similar :: Middle 40%(45-55)Lower :: Next 20% (38-44)Much Lower :: lowest 10%(37 or lower)

Students described the course by rating three items related to "level of academic challenge." Results cannot be interpreted as "good" or "bad"; ingeneral, these ratings have a slight positive relationship with measures of academic achievement. The three items describing your students relate toIh d t! ti d k h bit d k f alingserr aca ermc mo Iva Ion an wor a I s an are ey actors in develooina adiusted r

Your Average


33.Amount of reading 3.5

34.Amount of work in other (non-reading) asstqnments 2.8

35.Difficulty of subject matter 3.0

Student DeSCriptIon

37. I worked harder on this course than on most courses I have taken, 4.0

39. I really wanted to take this course regardless of who taught it. 3.7

43.As a rule, I put fa rth more effort than other students on academic work. 3.4

Your Converted Average WhenCom ared to Groun Averaaes


54 Similar 56 Higher 53 Similar

40 lower 36 Much Lower 40 Lower

43 Lower 45 Similar 41 Lower

57 Higher 57 Higher 57 Higher

56 Higher 57 Higher 55 Similar

43 lower 35 Much Lower 39 Lower

Much HIgher Highest 10%of classes (63 or hIgher)Higher :: Next 20% (56-62)Similar :: Middle 40% {45-55}Lower :: Next 20% (38-44)Much Lower :: Lowest 10%(37 or lower)


One way to improve teaching effectiveness is to make more use of the teaching methods closely related to learning on specific objectives.}> Review ~ to identify the objective(s) where improvements are most desirable.}> Use the first column to answer the question, "Which of the 20 teaching methods are most related to learning on these objective(s)?")- Review the next two columns to answer the question, "How did students rate my use of these important methods?":> Read the last column to answer the question, "What changes should I consider in my teaching methods?")- Beyond specific methods, do the results suggest a general area (e.g., Stimulating Student Interest) where improvement efforts should be

focused?

Suggested Actions are based on comparisons with ratings for classes of similar size and level of student motivation. Consider increasing use meansyou employed the method less frequently than those teaching similar classes. Retain current use or consider increasing means you employed themethod with typical frequency. Strength to retain means you employed the method more frequently than those teaching similar classes. More detailedsuggestions are in the Interpretive Guide (www.theideacenter.org/diagnosticguide.pdf), POD-IDEA Center Notes(www.theideacenter.org/podidea), and POD-IDEA Center Learning Notes (www.theideacenter.org/podidea/PODNotesLearning.html).

T ching Methods and Styles


Students Rating Suggested Action(5-poinl scale) 4 or 5

4.1 73%Relain current use orconsider increasing




ea


Stimulating Student Interest8. Stimulated students to Intellectual ellort beyond that required by most All selected objectivescourses

13. Introduced stimulating Ideas about the subject All selected objectives

15. Inspired students to set and achieve goals which really challenged them All selected objectives

4. Demonstrated the importance and significance of the 22, 23subject matter

Fostering Student Collaboration4.2 77%

Retain current use orconsider increasing


3.5 50"10

18. Asked students to help each other understand ideas or concepts 28

16. Asked students to share ideas and experiences with others 28whose backarounds and viewnolnts differ from their own

5. Formed "teams" or "discussion groups' to facilitate learningNot relevant to objectives

selected

Establishing Rapport4.2 77%

Retain current use orconsider tncreaslno



4.0 69%

7. Explained the reasons for criticisms of students' academic performance 23,28

2. Found ways to help students answer their own questions All selected objectives

1. Displayed a personal interest in students and their learning 23,28

20. Encouraged student-faculty interaction outside of class (office visits, Not relevant to objectivesohone calls, e mails. etc.I selected

Encouraging Student Involvement4.7 96% Strength to retain


3.9 65%

4.0 73%

11. Related course material to real life situations 23

19. Gave projects, tests, or assignments that required original 28or creative thinkina

9. Encouraged students to use multiple resources (e.g. data banks, library Not relevant to objectivesholdings, outside experts) to Improve understanding selected

14. Involved students in "hands on" projects such as research, case studies, Not relevant to objectivesor 'real life' activities selected

Structuring Classroom Experiences




4.6 100%

4.3 77%

6. Made it clear how each topic fit into the course 22, 23

10. Explained course material clearly and concisely 22,23

12. Gave tests, projects, etc. that covered the most important 22points of the course

3. Scheduled course work (class activities. tests, projects) in ways which Not relevant to objectives

encouraaed students to stav un-to dale In their work selected17. Provided timely and frequent feedback on tests, reports, projects, etc. to Not relevant to objectives

nelo students improve selected

5-point Scale; 1 = Hardly Ever 2 = Occasionally 3 = Sometimes 4 = Frequently 5 = Almost Always

Statistical Detail Number Responding The details on this page are of interest

1 2 3 4 5 Omit Ava, s.d. primarily to those who want to confirm scores

1. Displayed a personal interest in students and their learning 0 0 0 7 19 0 4.7 0.5 reported on pages 1-3 or who want to

2. Found ways to help students answer their own questions 0 0 2 12 12 0 4.4 0.6 determine if responses to some items were

3. Scheduled course work (class activities. tests, projects) in ... 0 0 0 10 16 0 4.6 0.5 distributed in an unusual manner.

4. Demonstrated the importance and significance of the .. 0 0 0 9 17 0 4.7 0.5Converted Averages are reported only for

5. Formed "teams" or "discussion groups' to facilitate learning 2 2 9 6 7 0 3.5 1.2 relevant learning objectives (Important or6. Made il clear how each topic fit Into the course 0 0 2 11 13 0 4.4 0.6 Essential - see page 2) and other items for7. Explained the reasons for crfttctems of students' academic ... 0 1 5 9 11 0 4.2 0.9 which comparisons were provided.8. Stimulated students to Intellectual effort beyond that .. 0 0 7 9 10 0 4.1 0.8

9. Encouraged students to use multiple resources (e.g. data .. 1 0 8 10 7 0 3.8 1.0 Notes:

10. Explained course material clearly and concisely 0 0 2 11 13 0 4.4 0.6 Discipline code selected on FIF: 0900

11. Related course material to real life situations 0 0 1 5 20 0 4.7 0.5 Discipline code used for comparison: 0900

12. Gave tests, projects, etc. that covered the most Important.. 0 0 1 7 18 0 4.7 0.6

13. Introduced stimulating ideas about the subject 0 0 4 6 16 0 4.5 0.8

14. Involved students in 'trance on" projects such as... 1 1 5 8 11 0 4.0 1.1

15. Inspired students to set and achieve goals which really .. 0 3 4 13 6 0 3.8 0.9

16. Asked students to share ideas and experiences with .. 0 0 1 5 20 0 4.7 0.5

17. Provided timely and frequent feedback on tests, reports,. 0 2 4 4 16 0 4.3 1.0

18. Asked students to help each other understand ideas or .. 0 0 6 10 10 0 4.2 0.8

19. Gave projects, tests, or assignments that required original.. 0 0 2 8 16 0 4.5 0.6

20. Encouraged student-faculty Interaction outside of class .. 0 2 6 7 11 0 4.0 1.0

Key: 1 = Hardly Ever 2 = Occasionally 3 = Sometimes 4 = Frequently 5 - Almost Always

Converted Ava. Com arison Graua AveraaeRaw Adj. IDEA Discipline Institution

21. Gaining factual knowledge (terminology, classifications, .. 0 0 4 11 11 0 4.3 0.7 NA NA 4.0 4.2 4.2

22. Learning fundamental principles, generalizations, or ... 0 0 4 11 11 0 4.3 0.7 57 60 3.9 4.1 4.2

23. Learning to apply course material (to improve thinking." 0 1 3 8 14 0 4.3 0.8 57 60 4.0 4.2 4.1

24. Developing specific skills, competencies, and points of. .. 0 0 .9 4 12 1 4.1 0.9 NA NA 4.0 4.3 4.2

25. Acquiring skills in working with others as a member of a.. 1 6 4 4 11 0 3.7 1.3 NA NA 3.9 4.1 4.0

26. Developing creative capacities (writing, inventing, .. 2 3 3 8 10 0 3.8 1.3 NA NA 3.9 4.2 3.9

27. Gaining a broader understanding and appreciation of.. 2 2 4 5 12 1 3.9 1.3 NA NA 3.7 4.0 3.9

26. Developing skill in expressing myself orally or in ... 0 0 5 7 14 0 4.3 0.8 58 61 3.8 4.2 3.9

29. Learning how to find and use resources for answering .. 1 2 4 10 9 0 3.9 1.1 NA NA 3.7 4.0 3.9

30. Developing a clearer understanding 01, and commltment.. 0 3 1 11 11 0 4.2 1.0 NA NA 3.8 4.0 3.9

31. Learning to analyze and criticaJfy evaluate ideas,.. 0 0 5 8 13 0 4.3 0.8 NA NA 3.8 4.1 4.0

32. Acqutrtnq an interest in learning more by asking my own ... 0 3 2 7 14 0 4.2 1.0 NA NA 3.8 4.0 3.9

Key: 1 = Noapparent progress 2 - Slight progress 3 = Moderate progress 4 - Substantialprogress 5 - Exceptionalprogress Bold = Selectedas Important or Essential

33. Amount of reading 0 0 16 8 2 0 3.5 0.6 54 NA 3.2 3.1 3.2

34. Amount of work in other (non-reading) assignments 0 5 19 1 0 1 2.B 0.5 40 NA 3.4 3.5 3.4

35. Difficulty of subject matter 0 4 17 3 1 1 3.0 0.7 43 NA 3.4 3.3 3.5

Key: 1 '" MuchLessthan Most 2 = Lessthan Most 3 = About Average 4 '" Morethan Most 5 = MuchMore than Most

36. I had a strong desire to take this course. 2 3 3 10 8 0 3.7 1.3 NA NA 3.7 3.6 3.8

37. I worked harder on this course than on most courses I.. 0 2 6 9 9 0 4.0 1.0 57 NA 3.6 3.6 3.6

3B. I really wanted to take a course from this instructor. 1 0 15 7 3 0 3.4 0.9 NA NA 3.4 3.6 3.6

39. I really wanted 10 take this course regardless of who .. 0 6 6 4 10 0 3.7 1.2 56 NA 3.3 3.3 3.4

40. As a result of taking this course. I have more positive ... 0 2 2 3 19 0 4.5 0.9 61 59 3.9 4.0 4.0

41. Overall, I rate this Instructor an excellent teacher. 0 0 0 9 17 0 4.7 0.5 57 59 4.2 4.3 44

42. Overall, I rate this course as excellent. 0 1 3 9 13 0 4.3 O.B 56 54 3.9 4.1 4.1

43. As a rule, I put forth more effort than other students on .. 2 1 10 10 3 0 3.4 1.0 43 NA 3.6 3.9 3.8

Key: 1 = Definitely False 2 '" More Falsethan True 3 = In Between 4 = More True than False 5 - Definitely True

No Additional Questions.

December 26, 2012 2523

BRISCOE, JSouthern Utah UniversityCommunications 1010MWF 09:00Spring 2012


[I), I

IDEA Diagnostic Form Report

Of the 30 students enrolled, 22 responded (73%). Feedback from individual classes is always useful to guide improvement efforts. Typically,multiple classes should be used for evaluation, using more classes when they are small (fewer than 10) or when they have low response rates(less than 60%) (see www.theideacenter.org/AdminDecisions).


Teaching effectiveness is assessed in two ways; A. Progress on Relevant Objectives, a weighted average of student ratings of the progress they reported onobjectives selected as "Important" or -Essential- (double weighted) and B. Overall Ratings, the average student agreement with statements that the teacher and thecourse were excellent. The SUMMARY EVALUATION is the average of these two measures. Individual institutions may prefer to combine these measures in someother manner to arrive at a summary judgment.

Converted Averages are standardized scores that take into account the fact that the average ratings for items on the IDEA form are not equal; students report moreprogress on some objectives than on others. Converted scores all have the same average (50) and the same variability (a standard deviation of 10); about 40% ofthem will be between 45 and 55. Because measures are not perfectly reliable, it is best to regard the "true score" as lying within plus or minus 3 of the reported score.

For comparative purposes, use converted averages. Your converted averages are compared with those from all classes in the IDEA database. If enoughclasses are available, comparisons are also made with classes in the same broad discipline as this class and/or with all classes that used IDEA at your institution. TheInterpretive Guide offers some suggestions for using comparative results; some institutions may prefer to establish their own "standards" based on raw oradjusted scores rather than on comparative standing.

Both unadjusted (raw) and~ averages are reported. The latter makes classes more comparable by considering factors that influence student ratings, yet arebeyond the instructor's control. Scores are adjusted to take into account student desire to take the course regardless of who taught it (item 39), student work. habits(item 43), instructor reported class size, and two multiple item measures (student effort not attributable to the instructor and course difficulty not attributable to theinstructor).

Your Average Scores


Raw Adi.A. Progress on RelevantObjectives 1

Twelve objectives were selected asrelevant (Important or Essential-see 4.0 3.Boane 2)

Overall Ratings



D. Average of B & C 4.2 4.0

Summary Evaluation 4.1 3.9(Average of A & D) 1

'It you are comparing Progress on Relevant Objectivesfrom one instructor to another, use the convertedaverage.

2The process for computing Progress on RelevantObjectives for the Discipline and Institution wasmodified on May 1, 2006. Do not compare theseresults with reports generated prior to this date.


Overall Hatinns SummaryA. Progress Evaluation


Category Objectives Teacher Course of B & C A & D)

Raw Adj. Raw Adj. Raw Adj. Raw Ad'. Raw Adj.Much HigherHighest 10%63 or hlohen I,

IHigher iNext 20% I I(5&-<i2)

II I

53 53Similar 52 52 52Middle40% 50 50(45-55) 49 49

48

Lower INext 20% I(3&-44)

Much Lower

ILowest 10%(37 or lower'

Your Converted Avera ared to Your:2

Discipline 49 51 49 50 49 51 49 50 47IDEA Data

Institution 51 46 50 46 49 46 50 46 51 46

IDEA Discipline used for comparison:Communications


Average unadjusted (raw) and adjusted progress ratings are shown below for those objectives you identified as "Important" or "Essential." Progress on RelevantObjectives (also shown on page 1) is a weighted average of student ratings of the progress they reported on objectives selected as "Important" or "Essential" (doubleweighted). The percent of students rating each as "1" or "2" (either 'no' or ·slight" progress) and as "4" or "5" ("substantial" or "exceptional" progress) is also reported.These results should help you identify objectives where improvement efforts might best be focused. Page 3 contains suggestions about the types of changes you mightconsider to obtain more satisfactory results. Also, refer to the POD-IDEA Center Learning Notes (www.theideacenter.org/podidea/PODNotesLearning.htmlj.

Students described the course by rating three items related to "level of academic challenge." Results cannot be interpreted as "good" or "bad"; in general, these ratings

have a slight positive relationship with measures of academic achievement. The three items describing your students relate to their academic motivation and workhabits and are key factors in developing adjusted ratings

Your Average Percent ofImportance (5-point scale) Students RatingRating

Raw I Adj. 1 or 2 ! 4 or 521. Gaining factual knowledge (terminology. I

Important 4.0 3.8 9% 77%classifications, methods. trends)

22. Learning fundamental principles, Essential 3.8 3.6 9% 59%generalizations, or theories

23. Learning to apply course material (to improve Essential '4.1 3.8 5% I 73%thinking, problem solving, and decisions)

24. Developing specific skills, competencies, and

I 186%

points of view needed by professionals in the Essential 4.2 4.0 5%field most closely related to this course

25. Acquiring skills in working with others as a I,

member of a teamImportant 4.0 3.7 0% 68%

26. Developing creative capacities (writing, iinventing, designing, performing in art, music, Essential 3.9I

3.8 5% 68%drama, etc.)

27. Gaining a broader understanding andappreciation of intellectual/cullural activity Important 4.0 3.7 5% 73%(music, science, literature, etc.)

28. Developing skill in expressing myself orally or inEssential 4.3 I 4.1 5% 86%

writing I29. Learning how to find and use resources for

Important 4.0 I 3.6 0% 68%answering questions or solving problems

30. Develop1ng a clearer understanding of, andEssential 4.0 3.6 5% 64%commitment to, personal values

31. Learning to analyze and critically evaluate ideas,Important 4.1 I 3.8 5% 73%arguments, and points of view

32. Acquiring an interest in learning more by askingImportant 4.0 I 3.8 9% 73%my own questions and seeking answers

Progress on Relevant Objectives 4.0 I 3.8

1The process for computing Progress on Relevant Objectives lor the Discipline and Institution was modified onMay 1, 2006. Do not compare these results with reports generated prior to this date.


Your Average


33. Amount of reading 3.0

34, Amount of work in other (non-reading) assignments 3.5

35, Difficulty of subject matter 3.1

Student Descrlption

37. I worked harder on this course than on most courses I have taken. 3.2

39. I really wanted to take this course regardless of who taught it. 3.2

43. As a rule, I put forth more effort than other students on academic work. 4.1

Your Converted Average WhenCompared to Group Averaaes

IDEA Database IDEA D1scloline Your InstitutionRaw Ad'usted Raw Adiusted Raw Ad'usted50 46 46 43 47 43

Similar Similar Similar Lower Similar Lower47 42 44 39 43 38

Similar Lower Lower Lower Lower Lower

52 46 47 43 50 45Similar Similar Similar Lower Similar Similar




55 50 52 49 52 46Similar Similar Similar Similar SImilar Similar

58 55 53 51 58 52Higher Similar Similar Similar Higher Similar





53 48 49 45 51 46Much HigherHigherSimilarlowerMuch Lower

_ Highest 10 Vo of classes (63 or hIgher)= Next 20% (56-62)= Middle 40% (45-55)= Next 20% (3&-44)= lowest 10% (37 or lower)

Your Converted Average When

Com ared to GroUD Averaaes





43 Lower 42 Lower 44 Lower


66 Much Higher 59 Higher 65 Much Higher

Much HigherHigherSimilarLowerMuch Lower

Highest 10 Vo of classes (63 or higher)

'" Next 20% (56-62)= Middle 40% (45-55)= Next 20% (38-44)= Lowes! 10% (37 or lower)



Students Rating Suggested Action(5-point scale) 4 or 5


3.8 68%Retain current use orconsider Increasing



One way to improve teaching effectiveness is to make more use of the teaching methods closely related to learning on specific objectives.);> Review ~ to identify the objective(s) where improvements are most desirable.>- Use the first column to answer the question, "Which of the 20 teaching methods are most related to learning on these objective(s)?"}> Review the next two columns to answer the question, "How did students rate my use of these important methods?");- Read the last column to answer the question, "What changes should I consider in my teaching methods?"» Beyond specific methods, do the results suggest a general area (e.g., Stimulating Student Interest) where improvement efforts should be focused?

Suggested Actions are based on comparisons with ratings for classes of similar size and level of student motivation. Consider increasing use means you employedthe method less frequently than those teaching similar classes. Retain current use or consider increasing means you employed the method with typical frequency.Strength to retain means you employed the method more frequently than those teaching similar classes. More detailed suggestions are in the Interpretive Guide(www.theideacenter.orgldiagnosticguide.pdf), POD-IDEA Center Notes (www.theideacenter.org/podidea), and POD-IDEA Center Learning Notes(www.theideacenter.org/podidealPODNotesLearning.html).

M th d d St ITeaching e 0 san yes


Stimulating Student Interest8.Stimulatedstudents to Intellectual effort beyond that required by most courses All selected objectives

15. Inspiredstudents to set and achieve goals which really challenged them All selected objectives

4. Demonstraledthe importance and signiflcanceof the sublect matter 21,22,23,24,30,32

13. Introduced stimulating ideas about the subject21,22,23,24,26,27,28,29,30,31,32

Fostering Student Collaboration18.Askedstudents to help each other understand ideas or concepts 25,26,28,29,30,31,32

5. Formed"teams' or "discussion qrcups' to facilitate learning 25

16. Asked students to share ideas and experiences with others 25,26,27,28,30,31whose backarounds and viewooints differ from their own

Establishing Rapport2.Foundways to help students answer their own questions All selected objectives

7. Explainedthe reasons for crluclsms of students' academic performance 23,24,26,27,28,29,31,32

1. Displayed a personal interest in students and their learning 23, 24, 28, 32

20. Encouraged student-faculty interaction outside of class (office 29visits. ohone calls e-mails etc.I

Encouraging Student Involvement

19.Gave projects, tests, or assignments that requiredoriginal or creative thinking 25,26,27,28,29,31

14. Involvedstudents in "hands on" projects such as research, case studies, or 'real 25,29lite" ecu....ines

11. Related course material to real life situations 23,24,30

9. Encouraged students to use multiple resources (e.g. databanks, library holdings, outside experts) to improve 29understandina

Structuring CI Eassroom xpenences

6. Made it clear how each topic fit into the course 21,22,23,24,27,30,32

10.Explainedcourse material clearly and concisely 21,22.23,24,27

12. Gave tests, projects, etc. that covered the most important 21,22points of the course

3. Scheduledcourse work (class activities, tests, projects) in ways which Not relevant to objectives

enccuraoedstudents to slav co-jo-oate in their work selected17.Pro....ideo timelyand frequent feedback on tests, reports, projects, etc. to help Not relevant to objectivesstudents Improve selected

5-point Scale: 1= Hardly Ever 2 = Occasionally 3 = Sometimes 4 = Frequently 5 = Almost Always


77%Retain current use or

4.0 consider increasino


4.1 73%Retain current use orconsider mcreaslnc

4.1 77%Retain current use orconsider lncreasino







4.2 73%Retain current use orconsider mcreasino

4.1 82%Retain current use orconsider ocreasino


4.2 82%

4.4 95%

Statistical Detaile.d.

1.Displayeda personalinterest in studentsand theirleaming 02.Foundwaysto help studentsanswertheirownquestions 13. Scheduled course work (class activities, tests. projects) in ways... 1

4. Demonstrated the importance and significance of the subject matte 0

5. Formed'teems"or "discussiongroups·10facintatelearning 26. Made it clear how each topic fit into the course 0

7. Explainedthe reasonslor criticismsof students'acaoemtc.. 08. Stimulated students to intellectual eHort beyond that required by... 1

9. Encouraged students to use multiple resources (e.g. data banks,.. 0

10.Explainedcoursematerialclearly andconcisely 011.Relatedcoursernatenalto real fifesuuauons 012.Gavetests,projects,elc. that coveredthemostimportantpoints.. 013. Introducedstimulatingideasabout thesubject 014. Involvedstudentsin 'trends on" projectssuchas research,case.. 0

15. Inspiredstudentsto set and achievegoalswhichreauy.. 0

16. Askedstudentsto share ideasandexperienceswithothers... 017. Providedtimelyand frequentfeedbackon tests.reports,.. 0

18.Askedstudentsto helpeachother understandideasor concepts 119.Gaveprojects,tests, or assignmentsthat requiredoriginalor.. 020. Encouragedstudenl-facultyInteractionoutsideof class(office... 0

Key: 1 "" Hardly Ever 2 "" Occasionally 3 "" Sometimes 4 "" Frequently

Number Responding

2

1

1

11

oo1

32

1

oooo31

1

1

o1

5 "" Almost Always

31

4

2

5364

31

3332

74

4

o552

48675959

9511

76959510675

5121011

11811

8614

7121311

106121191014

Omitoooooooooooooooooooo

Avo.4.44.04.24.24.04.24.1

3.74.4

4.14.44.54.44.13.84.34.44.04.24.5

0.81.11.1

1.01.20.90.91.21.00.80.70.7

0.70.91.0

0.90.7

1.1

0.80.9

The details on this page are of interest primarily tothose who want to confirm scores reported onpages 1-3 or who want to determine if responsesto some items were distributed in an unusualmanner.

Converted Averages are reported only for relevantleaming objectives (Important or Essential -seepage 2) and other items for which comparisonswere provided.

Notes:Consider selecting fewer objectives as "Important"or "Essential."Discipline code selected on FIF: 0900Discipline code used for comparison: 0900

Key: 1 =- No apparent progress 2 =- Slight progress 3", Moderate progress 4 =- Substantial progress 5:< Exceptional progress

21. Gaining factual knowledge (terminology,... 022. Learning fundamental principles, generalizations, or... 023. Learning to apply course material (to improve thinking,... 024. Developing specific skills, competencies, and points of... 025. Acquiring skills in working with others as a member 01... 026. Developing creative capacities (writing, inventing,... 027. Gaining a broader understanding and appreciation of... 028. Oeveloping skill in expressing myself orally or in writing 029. Learning how to find and use resources for answering. 030. Developing a clearer understanding of, and.. 031. Learning to analyze and critically evaluate Ideas,... 032. Acquiring an Interest in learning more by asking my... 0

33.Amount01reading 034.Amountof work in other (non-reading)assignments 035.Difficultyof subjectmatter 0Key: 1:< Much less than Most 2:< Less than Most 3:< About Average

36. I hada strongdesire to take this course. 237. rworkedharderon this course thanon mostcoursesI have taken 138. I reallywantedto take a course from this instructor. 139. I reallywantedto take this course regardless01whotaughtit. 240.As a result01taking this course, , havemorepositivefeelings.. 041.Overall, I ratethis instructoran excellentteacher. 042.Overall, [ ratethis course as excellent 043.As a rule, I put forth moreeffort thanotherstudentson.. 0

2

2

1

1

o1

1

1

o1

1

2

4

32

3

75

2

7

65

27754

137

154 :<More than Most

25221

1

2

o

5 10

7 513 410 37 113 52 104 10

10 76 7

7 9

10 8

7 89 68 88 119 66 87 97 9

595

o3o

ooo1

oooooooo

4.03.84.14.2

4.03.94.04.34.04.04.14.0

3.03.53.1

5:< Much More than Most

1

31

42

127

7

ooo

3.33.2

3.13.2

3.7

4.34.04.1

0.91.00.90.80.80.90.90.80.81.00.91.0

Converted Avo.Raw Ad.50 4647 4252 4653 4952 4651 48

55 5058 5554 4853 47

54 4955 50

ccmoartson GrouD Averace

485245

NANANA

NANANANA4249

50NA

IOEA Discipline Institution4.0 4.2 4.23.9 4.1 4.14.0 4.2 4.14.0 4.2 ,4.13.9 4.1 3.93.9 4.2 3.93.7 4.0 3.93.8 4.2 3.93.7 4.0 3.83.8 4.0 3.83.6 4.0 4.03.8 4.0 3.9

Bold:< Selected as Important or Essential

0.70.90.6

1.1

1.1

0.81.2

0.70.90.90.7

NA43NA4B47525266

3.33.33.4

Key: 1 = Definitely False 2 = More False than True 3:< In Between 4 - More True than False 5 - Definitely True

3.2

3.43.4

3.13.53.2

3.83.53.6

3.44.04.4

4.13.7

3.73.83.43.33.94.2

3.93.6

3.63.6

3.63.34.04.3

4.13.9

No Additional Questions.

May21,2012 1655

evidence of teaching effectiveness james r. briscoe · 2019. 11. 5. · for questions 1-9: 5 =...

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