Abstract
ABSTRACT Student course evaluations (SETs) were subjects of debate among educational administrators before the COVID-19 pandemic, but recently have been examined as an indicator of student satisfaction during the transition to online instruction. The current study combines a review of SET research as well as data from multiple disciplines, including IMC, at a large US midwestern university before, during and after COVID-19 online-only instructional protocols. Slight variations in quantitative evaluations of teaching were found, with communication classes exhibiting a larger ‘COVID bump’ than other disciplines. Analysis of verbatim comments yielded insight into students changing how and on what basis they evaluated their courses. The study offers new methods of analyzing SETs, and implications for teaching and training aspiring communication professionals beyond the recent global pandemic.
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