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Kogan Lori R., Schoenfeld-Tacher Regina & Hellyer Peter W. (2010). « Student Evaluations of Teaching : Perceptions of Faculty Based on Gender, Position, and Rank ». Teaching in Higher Education, vol. 15, n° 6, p. 623–636. ISSN 1356-2517. 
Added by: Laure Endrizzi (07 Jul 2014 15:51:31 Europe/Paris)
Resource type: Journal Article
ID no. (ISBN etc.): 1356-2517
BibTeX citation key: Kogan2010
Categories: Enseignement supérieur
Subcategories: Evaluation de l'enseignement
Creators: Hellyer, Kogan, Schoenfeld-Tacher
Collection: Teaching in Higher Education
Views: 363/442
Views index: 9%
Popularity index: 2.25%
Abstract     
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching ({SET}). To assess the perceptions of {SETs}, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their {SETs}. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty. (Contains 1 table.)
Added by: Laure Endrizzi  
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