Site
Index




Faculty Senate Teaching Council Survey
of the
Campus Teaching Evaluation Program (CTEP)




Conducted by
the Office of Institutional Research and Assessment
Jo Lynch, CTEP Coordinator
Patrick Nackley, Graduate Assistant
July 1999








Introduction:

In late April 1999, the Office of Institutional Research and Assessment conducted a survey on the Campus Teaching Evaluation Program (CTEP) on behalf of the Teaching Council of the Faculty Senate. Initially adopted for a three year period that began Fall Semester 1995, CTEP received a two year extension by the Senate in Spring 1998, so that the current CTEP could be reviewed thoroughly.

Due to time constraints, the questionnaire was administered by a single campus mailing. Included in the sample were all persons with teaching responsibilities in the Spring 1999 Semester: Graduate Teaching Associates and Assistants, tenure-track faculty, tenured faculty, instructors and lecturers, and emeritus faculty for a total sample size of 2,489. The number of questionnaires returned was 662, for a return rate of 26.6 percent. Included in the report that follows are both the quantitative analysis of the results, including percentage breakdowns and mean frequencies as well as a qualitative analysis of two open-ended questions.






Campus Teaching Evaluation Program (CTEP) Review Questionnaire

Faculty Senate Teaching Council

Questionnaire must be returned no later than Friday, May 7, 1999.

Instructions: Please circle the response which best reflects your opinion on each of the following. If the question is inapplicable, or you have No Basis for Evaluation, please mark column 6.

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
1. A structured teaching evaluation
should be used for classes
1 2 3 4 5 6
2. CTEP provides useful information
for tenure/promotion considerations.
1 2 3 4 5 6
3. CTEP numerical data assist
teaching faculty with self-improvement.
1 2 3 4 5 6
4. CTEP student comment sheets
assist teaching faculty with self-
improvement.
1 2 3 4 5 6
5. CTEP currently works well for the
particular courses you teach
and evaluates teaching effectively.
1 2 3 4 5 6
6. The eight different evaluation forms
currently available provide ample
opportunity for selecting an appropriate
form for your class.
1 2 3 4 5 6
7. CTEP provides useful information to
students regarding elective courses.
1 2 3 4 5 6
8. CTEP provides useful information to
students regarding multi-section courses.
1 2 3 4 5 6
9. CTEP provides useful information to
students regarding required single-
section courses.
1 2 3 4 5 6
10. The reported results of the CTEP
evaluations are clear and easy to
understand.
1 2 3 4 5 6
11. CTEP needs to be replaced by a
simpler evaluation system.
1 2 3 4 5 6
12. CTEP needs to be replaced by
evaluation forms developed by each
unit.
1 2 3 4 5 6
13. CTEP evaluations have had an
effect on how you teach your courses.
1 2 3 4 5 6

Open-ended responses:

14. How do you decide which of the eight CTEP forms to administer for each course you teach?






15. What specific recommendations or comments do you have regarding a student teaching evaluation program or the current CTEP?






Background Information:

Please indicate the course level(s) and class size(s) you teach in a typical year:


16.
  100-200 300-400 500-600
Course level(s) 1 2 3


17.
  1-10 11-25 26-50 51-100 over 100
Course size(s) 1 2 3 4 5


18. Which of the following best describes your position? Circle One

1 Graduate Teaching Assistant/Associate
2 Tenure Track Faculty
3 Tenured Faculty
4 Non-Tenure Track Faculty
5 Other (Please specify)______
_______________________________

19. At what point in the semester do you usually administer CTEP? Circle One

1 Prior to mid term
2 Mid-term - one week before the end of class
3 During the last week of class
4 During the exam period
5 Other (Please specify)______
_______________________________

Please complete the following items:


20. Your college ____________________________


21. How much class time do you normally provide for administering CTEP? (in minutes) ____________


Thank you for your time and assistance with this project.






Campus Teaching Evaluation Program (CTEP) Review Questionnaire


Faculty Senate Teaching Council
Review of Frequencies


  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
1. A structured teaching evaluation should be used for classes. 5% 6% 9% 38% 40% 1% 2% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Total
2. CTEP provides useful information for tenure-promotion considerations. 10% 15% 20% 36% 8% 10% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Total
3. CTEP numerical data assist teaching faculty with self-improvement. 9% 17% 19% 40% 11% 3% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
4. CTEP student comment sheets assist teaching faculty with self-improvement. 4% 6% 12% 41% 27% 7% 1% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Total
5. CTEP currently works well for the particular courses you teach and evaluates teaching effectively. 12% 20% 23% 33% 8% 5% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
6. The eight different evaluation forms currently available provide ample opportunity for selecting appropriate form for your class. 5% 10% 20% 27% 11% 26% 1% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
7. CTEP provides useful information to students regarding elective courses. 8% 15% 24% 23% 5% 24% 1% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
8. CTEP provides useful information to students regarding multi-section courses. 8% 13% 22% 21% 5% 30% 1% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
9. CTEP provides useful information to students regarding single-section courses. 8% 17% 26% 19% 5% 24% 1% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
10. The reported results of the CTEP evaluations are clear and easy to understand. 5% 12% 15% 50% 14% 4% 1% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
11. CTEP needs to be replaced by a simpler evaluation system. 8% 27% 34% 12% 10% 6% 3% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
12. CTEP needs to be replaced by evaluation forms developed by each unit. 11% 25% 24% 17% 16% 6% 2% 100%

  Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
No
Basis
Missing Total
13. CTEP evaluations have had an effect on how you teach your courses. 12% 18% 19% 37% 8% 5% 1% 100%

16. Please indicate the course level you teach in a typical year:

  Course
taught at
this level
No course
taught at
this level
Missing Total
a. 100-200 47% 47% 6% 100%
b. 300-400 57% 36% 6% 100%
c. 500-600 46% 48% 6% 100%

17. Please indicate the class size you teach in a typical year:

  Class
taught at
this size
No class
taught at
this size
Missing Total
a. 1-10 23% 71% 6% 100%
b. 11-25 53% 41% 6% 100%
c. 26-50 44% 50% 6% 100%
d. 51-100 15% 79% 6% 100%
e. Over 100 10% 84% 6% 100%

  Graduate
Teaching
Assistant/
Associate
Tenure
Track
Faculty
Tenure
Faculty
Non-Tenure
Track
Faculty
Other Missing Total
18. Which of the following best describes your position? 25% 9% 50% 9% 3% 4% 100%

  Mid-term - one
week before the
end of class
During the
last week of
class
During the
exam
period
Other Missing Total
19. At what point in the semester do you usually administer CTEP? 34% 53% 2% 5% 6% 100%

  Agriculture,
Science,
and Natural
Resources
Architecture
and
Planning
Arts and
Sciences
Business
Administration
Communications Education
20. Your college 9% 2% 46% 8% 3% 7%

  Engineering Human
Ecology
Nursing Social
Work
Information
Science
Law No
answer
Other Total
20. Your college 7% 5% 2% 1% 1% 1% 5% 1% 100%

  5 10 12 15 20 25 30 Missing Total
21. How much class time
do you normally provide for
administering CTEP?*
1% 20% 1% 43% 20% 1% 5% 9% 100%

*Time in minutes






Campus Teaching Evaluation Program (CTEP) Review Questionnaire

Faculty Senate Teaching Council
Review of Means

(1 =Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 6=Strongly Agree)


1. A structured teaching evaluation should be used for classes.

  Mean N
Graduate Teaching
Assistant/Associate
4.15 156
Tenure Track/Tenured
Faculty
4.06 380
Non-Tenure Track Faculty 4.07 61
Total 4.08 597


2. CTEP provides useful information for tenure-promotion considerations.

  Mean N
Graduate Teaching
Assistant/Associate
3.07 123
Tenure Track/Tenured
Faculty
3.30 381
Non-Tenure Track Faculty 2.96 51
Total 3.22 555


3. CTEP numerical data assist teaching faculty with self-improvement.

  Mean N
Graduate Teaching
Assistant/Associate
3.31 153
Tenure Track/Tenured
Faculty
3.27 385
Non-Tenure Track Faculty 3.43 58
Total 3.30 596


4. CTEP student comment sheets assist teaching faculty with self-improvement.

  Mean N
Graduate Teaching
Assistant/Associate
3.93 150
Tenure Track/Tenured
Faculty
3.86 360
Non-Tenure Track Faculty 4.04 55
Total 3.90 565


5. CTEP currently works well for the particular courses you teach and evaluates teaching effectively.

  Mean N
Graduate Teaching
Assistant/Associate
2.98 146
Tenure Track/Tenured
Faculty
3.13 383
Non-Tenure Track Faculty 3.08 59
Total 3.09 588


6. The eight different evaluation forms currently available provide ample opportunity for selecting appropriate form for your class.

  Mean N
Graduate Teaching
Assistant/Associate
3.11 84
Tenure Track/Tenured
Faculty
3.49 322
Non-Tenure Track Faculty 3.56 45
Total 3.43 451


7. CTEP provides useful information to students regarding elective courses.

  Mean N
Graduate Teaching
Assistant/Associate
2.91 110
Tenure Track/Tenured
Faculty
3.04 303
Non-Tenure Track Faculty 3.07 46
Total 3.01 459


8. CTEP provides useful information to students regarding multi-section courses.

  Mean N
Graduate Teaching
Assistant/Associate
3.08 112
Tenure Track/Tenured
Faculty
3.00 273
Non-Tenure Track Faculty 3.00 44
Total 3.02 429


9. CTEP provides useful information to students regarding single-section courses.

  Mean N
Graduate Teaching
Assistant/Associate
2.91 113
Tenure Track/Tenured
Faculty
2.93 302
Non-Tenure Track Faculty 2.91 44
Total 2.92 459


10. The reported results of the CTEP evaluations are clear and easy to understand.

  Mean N
Graduate Teaching
Assistant/Associate
3.52 147
Tenure Track/Tenured
Faculty
3.61 384
Non-Tenure Track Faculty 3.64 58
Total 3.59 589


11. CTEP needs to be replaced by a simpler evaluation system.

  Mean N
Graduate Teaching
Assistant/Associate
2.88 143
Tenure Track/Tenured
Faculty
2.80 368
Non-Tenure Track Faculty 2.90 52
Total 2.83 563


12. CTEP needs to be replaced by evaluation forms developed by each unit.

  Mean N
Graduate Teaching
Assistant/Associate
3.59 146
Tenure Track/Tenured
Faculty
2.72 371
Non-Tenure Track Faculty 3.25 57
Total 2.99 574


13. CTEP evaluations have had an effect on how you teach your courses.

  Mean N
Graduate Teaching
Assistant/Associate
2.98 143
Tenure Track/Tenured
Faculty
3.12 379
Non-Tenure Track Faculty 3.54 59
Total 3.13 581





Qualitative Analysis of Questions 14 and 15

Of the 662 questionnaires returned, 475 or 72 percent answered one or both of the two open ended questions. The qualitative analysis that follows is based on the total number of responses offered for each question as indicated in summary categories. In many cases, particularly for Question 15, respondents offered more than one response for each question, with no particular order given to the importance of the responses. Therefore, the information described and percentages given are based on the total number of responses received for each question, and not necessarily on the total number of people who answered Questions 14 or 15.

The first open-ended question in the survey, Question 14 asked how each instructor decided which of the eight CTEP forms to administer for each course they taught. As indicated on the attached chart, the most common response provided was that instructors used the forms given to them by the department/unit/college (157 responses for 34%) followed closely by the instructors who chose the form most appropriate for their class format and size (139 responses for 30.1%). Roughly eight percent of the respondents (36 responses for 7.8%) said they were not offered a choice, while another eight percent of the respondents (39 responses for 8.4%) said they weren't aware they had a choice. Eight percent of the respondents also indicated their decision was based on guidelines provided by the CTEP office.

Question 15 asked what recommendations or comments instructors had regarding a student teaching evaluation program or the current CTEP. The original question actually gave respondents the opportunity to answer two ways: make comments about the current CTEP program or make suggestions about student teaching evaluations in general, or specifically the current CTEP. Due to the variety of the responses, the answers were broken down into two sections. The first section and attached chart 15a., addresses the comments about the current CTEP program, and the second chart 15b., deals with the recommendations given about the program, or evaluation programs in general. Of the 548 responses for Question 15, 262 (or 48%) of them were comments made concerning the current CTEP, and 286 (or 52%) were recommendations addressing student teaching evaluations in general or the current CTEP.

Of the respondents who made specific comments about the current CTEP, as indicated on the chart for 15a, over one-third (95 responses for 36%) thought the results showed the ease of the class, ease of the grading scale, and the popularity of the professor, rather than how well students learned. Seventeen percent (45 responses) of the instructors believed the current program did not control for student biases (such as race and gender of the instructor, student's class rank, etc), while 15 percent (38 responses) of the instructors did not believe that Tennessee 101 reported all relevant information acquired in the survey (whether a course was mandatory or elective, class rank of those being surveyed, etc.). [Note: Tennessee 101 is the Student Government Association's (SGA's) publication of the CTEP results and the format and layout of that publication is basically an SGA decision.] One out of ten of the instructors (28 responses for 11%) who made a comment about the program believed the results were not helpful to the instructors, but helpful to the students and administration.

As indicated on the chart for 15b, the most common recommendation made by the instructors concerning any student teaching evaluation program or the current CTEP (67 responses for 23%) was that the use of open-ended questions were the most helpful to them and that their use should be encouraged. Currently the Student Comment Sheets are an optional form used to supplement the mandated scan forms. Closely following the importance of open-ended questions, was the opinion that instructors wanted to see a change in methodology in administration of the current program (56 responses for 20%), and instructors who wanted forms to be class/department specific (53 responses for 19%). Finally, 13 percent of the instructors (36 responses) believe that the current program was sufficient and no change was needed.


























CTEP Counts for Question #14


1. I use the forms given to us by the department/unit/college.

157

2. I am not offered a choice.
36

3. I select the form most appropriate to my class format and size.
139

4. I did not know we had a choice.
39

5. I consider the selection guidelines provided by the CTEP office.
39

6. Not applicable
15

7. I use the "generic form."
9

8. Other
22

9. Not useful
6

Total responses=462





CTEP Counts for Question #15


1. CTEP doesn't control for student biases.
45

2. Tennessee 101 does not report all information included in the survey. (Mandatory/Elective course, Class rank, Graduate/Undergraduate course)
38

3. Eliminate all standardized teaching evaluation.
18

4. Results not helpful to instructors, helpful to students and administrators.
28

5. Forms should be class/department specific.
53

6. Results show ease of class and grading, the popularity of the professor, and not how well students learned.
95

7. No good form for team-taught courses.
8

8. Open-ended questions are the most valuable and should be encouraged.
67

9. Change current methodology in administration of program and calculating results.
56

10. Results are published too late for useful feedback.
8

11. Questions on CTEP forms are not clear/useful/relevant.
22

12. No change is needed.
36

13. Do not publish results, they should be kept confidential.
14

14. CTEP should include peer reviews and administrative visits to classes; more than just forms.
21

15. Student responsibility questions should be included.
21

16. Other
18

Total responses=548


Senate Directory
   Officers
   Committees
   Members
Governing Documents
   Senate Bylaws
   Faculty Handbook
   Tenure Policy
Search

Reports
Calendar

Archives
Resources

Senate Home


To offer suggestions or comments about this web site, please click here.