Abstract
Colleges and universities invest time, personnel, and money into the process of student evaluations of faculty. These data provide only one measure of evaluating the quality and effectiveness of instruction. This research responded to the lack of emphasis on more effective use of the data for the purpose of improving teaching effectiveness by questioning the opinions and practices of students, faculty, and administrators. More importantly, this research questioned the value of student ratings of teaching: Is the effort of doing student evaluations worth the institutional investment or is it simply a routine process which has little or no effect on improving teaching?
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