Student Evaluations
The Student Instructional Rating Survey (SIRS) is a university-wide assessment conducted at the end of each semester to collect student feedback on their classroom experiences. There are two global quality questions in the survey:
- “I rate the teaching effectiveness of the instructor as:”
- “I rate the overall quality of the course as:”
SIRS Evaluations from 2017-2024
Analysis of Student Evaluation Data
Excellence in Teaching and Course Quality: A Quantitative Data-Driven Perspective
The statistical analysis of teaching effectiveness and course quality ratings underscores a significant and measurable impact, demonstrating consistently high student perceptions and instructional excellence.
Teaching Effectiveness
The data reveals a highly significant effect, confirming a strong and positive influence on student learning outcomes:
- T-Test p-value: 1.79e-09 – A statistically significant result, ensuring the differences observed are not due to chance.
- Cohen’s d: 2.48 – A very large effect size, indicating substantial differences in teaching effectiveness.
- Hedges’ g: 2.44 – An extremely large effect, reinforcing the robustness of the findings even with adjustments for sample size.
Course Quality
Student ratings reflect a meaningful distinction in course quality, further validating instructional excellence:
- T-Test p-value: 1.40e-06 – Strong statistical significance, ensuring confidence in the results.
- Cohen’s d: 1.79 – A large effect size, highlighting a substantial difference in course quality perceptions.
- Hedges’ g: 1.76 – A very large effect, maintaining reliability across potential sample size variations.
These findings reinforce a proven record of instructional impact, showcasing a commitment to high-quality education and student success.
Excellence in Teaching and Course Quality: A Qualitative Perspective
(See Student Comments under Teaching Philosophy)
Faculty Peer Teaching Evaluations
Evaluations for 2024 to 2025 (Additional Evaluations Available on Evidence of Impact Page)