Student Opinions of Instruction (SOI)

What’s Best for Students? How Do You Know?

by Kaleb Heinrich, Biological Sciences Remember the WWJD bracelets from the 1990s? They were popular among U.S. Christians, who used them to prompt ethical mindfulness. I’ve got the next best thing for college and university faculty, staff, and administration. WBFS – What’s best for students? This question should be at the root of every decision

SOIs: the Good, the Bad, and the Ugly

by Isabelle Drewelow, Department of Modern Languages and Classics Thinking about SOIs inevitably brings to mind the title The Good, the Bad and the Ugly. Some comments are quite constructive and useful, prompting a self-reflection on learning tasks and in some cases a complete redesign of a task. For me these comments are great, helping me

SOIs and Self-Reflective Student Evaluations

by Erik Peterson, Department of History Over twenty ago, I was sweltering through another agonizing day of my “Classical Literature Through Film” course that met in a non-air conditioned, glazed brick room that vaguely smelled of old cigars. It was my first film course, yet I realized soon and was reminded often, that this was

Student Opinions of Instruction Learning 2.0

The Teaching Hub advisory board got together this fall to discuss course evaluation strategies. Faculty may wish to better determine whether or not to make changes in their courses that would help students learn more effectively. The conversation began quite humorously when we shared our experiences of the discursive comments section in the Student Opinions of Instruction

Students’ Opinions Instruction are In! Now What?

by Nathan Loewen, Department of Religious Studies Sometimes there is a considerable difference between a professor’s evaluation of a course and those of the students. The divergence can work in either direction. Perhaps a “terrible” experience for the professor was “absolutely brilliant” for the students. Let’s be honest, however: the opposite situation is difficult news.