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I don& #39;t usually share lines from student evals. Here& #39;s a gem: "I& #39;m fine with her being gay just don& #39;t bring that into the classroom."
That& #39;s from a couple quarters ago. I don& #39;t often look at my evals — I use student reflections addressed to me to guide my understanding of what I can do better. But I& #39;m going over these student yelps in preparation for a pedagogy working group this afternoon.
What that student doesn& #39;t know is that I sometimes share my evals with classes: so, I& #39;ll begin a class with, here are some things students have complaints about in my classes. Here are the things I am doing to make my work with you more effective.
And here are some things you might want to know. Like, the year when a student complained "This class should be called Jennifer Doyle and her lesbian opinions," let to a class which I described as "Jennifer Doyle and her lesbian opinions."
Note to self: write to the office which produces these evals and ask them to suppress all comments which suggest that student perception of sexuality has something to do with my effectiveness of my teaching.
And then write them to ask to suppress all evals of all classes written by students who do that in my class. Because bias moves in every direction.
And then write to ask that these shitty on-line anonymous evaluations be removed from our employment files, because it& #39;s terrible data and does so much more harm than good and there are so many great ways to get student feedback for realz.
And then write to ask that these shitty on-line anonymous evaluations be removed from our employment files, because it& #39;s terrible data and does so much more harm than good and there are so many great ways to get student feedback for realz.
