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Abstract
A diversity of student questionnaires are used by colleges and universities to provide data on faculty teaching performance. Yet the purposes for collecting this data are frequently unclear, and at times superficial. Rarely is student rating data used as a tool to improve faculty teaching. A more relevant approach incorporates a variety of types of student ratings into a model for improving university teaching. One type of student rating data is used to identify broad instructional problem areas. Another type pinpoints probable causes and solutions for the instructional problems. Instructional improvement procedures are designed on the basis of this data. A third type of student rating data evaluates the instructional improvement procedures and indicates when modifications are needed. In addition to these three types of student ratings, and the generation of appropriate questionnaires, this paper presents an overview of the teaching improvement model and discusses its effectiveness.
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