Abstract
Traditional-aged college students examined the variables associated with teaching excellence using conjoint analysis. Educational Testing Service’s Student Instructional Report (SIR), which has been shown to be related to student evaluations, was used to assess teaching excellence. The constructs from SIR were used as attributes in a survey designed to measure the importance of these attributes in student evaluation of teaching excellence. The results indicate no one trait is responsible for making a professor’s teaching “excellent,” rather it is a combination that allows students to favor one professor over another. Assignments, exams, and grading was the most important dimension followed in order of importance by communication, course organization and planning, and faculty-student interaction.
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