Faculty Senate Bill 05-A-04 Revision of the Student Evaluation of Instruction (Vetoed)

Faculty Senate Bill 05-A-04 Revision of the Student Evaluation of Instruction (Vetoed)



Approved by the Faculty Senate
May 4, 2005
Vetoed by the President
June 15, 2005


WHEREAS: The Professional Affairs Committee of the Faculty Senate has engaged in a formal major review of the Student Evaluation of Instruction Policy (Bill 99-A-03) as required by the policy, and

WHEREAS: The Committee has issued a comprehensive report on its findings, and

WHEREAS: The Committee has found that there has been widespread misuse of the information generated by the required campus-wide use of the IDEA evaluation instrument, and

WHEREAS: The Committee believes that student feedback on evaluation instruments tailored more specifically to the discipline and/or the course can be a valuable tool in improving instruction, and

WHEREAS: The Committee believes that faculty should solicit student feedback in every section of every course taught,

THEREFORE BE IT RESOLVED THAT: Faculty Senate Bill 99-A-03 be amended by enacting the changes marked below:

Student Evaluation of Instruction
Faculty Senate Bill 99-A-03 begins here.
Student evaluation of instruction at Southeast Missouri State University shall be done for three distinct purposes:
1. to enable individual faculty members to continually improve the quality of their classroom instruction,
2. to provide individual faculty members with a measure of perceived effectiveness of instruction, and
3. to enable students to provide input concerning the quality and content of classroom instruction.
Student Evaluation for Improvement of Classroom Instruction and Content
In recognition of the strong teaching mission of Southeast Missouri State University, formal faculty evaluation processes and incentives shall be implemented and maintained to encourage continuing improvement in instruction and a commitment to quality instruction by all faculty. Procedures and processes should not only include rigorous peer review and self-evaluation of instructional effectiveness but also systematic, credible student evaluation of instruction.
All faculty shall be evaluated by systematic, anonymous student evaluations in all sections of each course taught. Those faculty teaching the same students in an integrated framework of interconnected courses, such as the College of Education's Block program, may have the option to administer just one evaluation per set of courses.
The course/instructor evaluation instrument(s) used within a department must be approved by a 2/3 vote of the faculty of that department. The instrument(s) should recognize the diversity of subject matter, instructional styles, and student groups across and within disciplines. Faculty may add additional questions to the instrument(s) to ensure that all appropriate data needed for instructional improvement are provided.
The student evaluation is to be administered by the departmental chair or designate. Appropriate procedures will be developed by the Center for Scholarship in Teaching and Learning and/or departmental chairs to require timely administration and processing of the evaluations and to ensure the integrity of the entire student evaluation process. Instructions for completing the instrument and adequate time for the completion in class will be provided. Students will be informed (a) that the data and written comments on the evaluation form are confidential, (b) that the data will be an important part of the information considered in improving instruction at Southeast Missouri State, and (c) that the instructor will not have access to the data until final grades have been processed. The faculty member will not be present during the evaluation, and the results will not be available until after final grades have been processed.
The Center for Scholarship in Teaching and Learning will assist in the processing of the evaluations. The results will be returned to the faculty member, department chair, and others as designated by the faculty member to be used for teaching improvement. The Center for Scholarship in Teaching and Learning may receive a copy of the departmental assessment if the faculty member so desires. The results of evaluation of the department chair will be distributed to the dean and a faculty member designated by the department. Confidentiality among these individuals must be maintained. Any other use of the results requires the approval of the faculty member.
As part of its commitment to improving and assuring quality instruction, the University shall provide professional development resources and assistance to improve teaching effectiveness. The Director of the Center for Scholarship in Teaching and Learning will be responsible for coordinating effective mentoring systems, seminars, workshops, instructional materials, and other professional development activities and for ensuring that faculty development is suggested and professional development resources provided to support improvement of instructional quality.
This policy on student evaluation of instruction will be evaluated by the Faculty Senate every three years.
Student evaluations may be utilized by the instructor, in accordance with existing departmental tenure and promotion policies, as data to demonstrate teaching effectiveness in situations such as, but not limited to, tenure and promotion.
In summary, student evaluation of instruction may be viewed as part of a continuous, formative process of assessment used to measure the effectiveness of classroom instruction by faculty members. This process should culminate in an overall view of the instructional and content effectiveness of the courses being examined.

Because standardized rating forms and departmental assessments may not adequately capture the nuances and variations across disciplines or between types of courses within a discipline, the use of the results of these evaluations may not be compelled in any kind of personnel decision (such as promotion, tenure, merit pay, termination, etc.) and may only be used if the individual faculty member wishes them to be so used. Individuals and bodies involved in such personnel decisions are expressly directed not to draw any inferences whatsoever about the absence of these results from any faculty applicant's file. Demonstrating one's teaching effectiveness, however, is the responsibility of the individual faculty member and may be done in a variety of ways, such as other types of student evaluations, peer evaluations, portfolios, pre-test/post-test or other "value-added" outcomes measures. It is important to reiterate that student evaluations of instruction are just a part of the total assessment of the effectiveness of courses and instructors. Ratings and written comments from students should be viewed as on-going components of the overall longitudinal process of professional growth and improvement. Relying solely on student evaluations to assess the effectiveness of teaching and learning is inappropriate.

Approved by Faculty Senate 3-24-99.
Amended Faculty Senate Bill 98-A-05.
Amended Faculty Senate Bill 99-A-03.
Amended Faculty Senate Bill 05-A-04