One of the realities of teaching in higher education is that student evaluations are core to the tenure and promotion process, at least when it comes to assessment of teaching practice and course quality. It’s often a review committee’s only direct window into how your students perceive you, your quality as an instructor, and the efficacy of the courses you’ve created and executed. We know a few other things about them, too – good, bad, or ugly.
In my career as an educator, and particularly as a professor in higher education, I never received more responses on these surveys than when I was incorporating Packback into my courses. This improvement wasn’t due to Packback being a magical wonder-tool, but rather because a core tenet of courses using Packback is fostering student ownership and investment in the course direction, as facilitated by professor collaboration. Students are supplying the content and ideas engaging in discussion with their own application and understanding of the course content prepared and delivered by the instructor. The professor, in turn, features quality student work and highlights it as the type of thinking needed by future practitioners in the field. The process is necessarily recursive.
The following set of case studies will give you a glimpse into the transformative impact Packback can have on student evaluations, showcasing how increased engagement and continuous feedback contribute to a more accurate and constructive assessment of teaching practices.
Want to learn how these principals can be applied to your course and help you achieve better student evaluations? Schedule a demo today!
