Annual Report 2023-2024

#

Answer

%

Count

1

Art and Design

1.96%

2

2

Biological Sciences and Geology

7.84%

8

3

Business

7.84%

8

4

Chemistry

7.84%

8

5

Engineering Technology

3.92%

4

6

English

18.63%

19

7

Foreign Languages and Literature

4.90%

5

8

Health, Physical Education & Dance

8.82%

9

9

History

1.96%

2

10

Library

0.00%

0

11

Mathematics & Computer Science

12.75%

13

12

Music

1.96%

2

13

Nursing

3.92%

4

14

Physics

2.94%

3

15

Social Sciences

3.92%

4

16

Speech Communication & Theatre Arts

6.86%

7

17

Student Affairs

2.94%

3

18

Other

0.98%

1

Total

100%

102

#

Answer

%

Count

1

Yes

54.35%

50

2

No

45.65%

42

Total

100%

92

#

Answer

%

Count

1

Hybrid

19.34%

35

2

Asynchronous

16.02%

29

3

Synchronous

17.68%

32

4

In-person

46.96%

85

Total

100%

181

#

Question

Useful

Not Useful

Total

1

1. The instructor presents on-line materials in an organized manner.

88.37%

76

11.63%

10

86

2

2. The instructor responds to questions in a reasonable period of time as defined in the course syllabus and elsewhere on the course website.

93.02%

80

6.98%

6

86

3

3. The instructor provides feedback on assignments and graded materials in a reasonable period of time as defined in the course syllabus and elsewhere on the course website.

93.02%

80

6.98%

6

86

4

4. The instructor provides well-organized and logical explanations.

86.05%

74

13.95%

12

86

5

5. The instructor provides clear objectives for the course

87.06%

74

12.94%

11

85

6

6. The instructor helped me learn the subject matter

80.23%

69

19.77%

17

86

7

7. The instructor was supportive to the challenges students face in the online learning environment.

80.23%

69

19.77%

17

86

8

8. The instructor’s use of technology-based resources enhanced student learning or instructor was innovative in enhancing student learning

73.26%

63

26.74%

23

86

9

9. The instructor’s efforts toward creating a positive learning atmosphere in the teaching environment were acceptable

84.88%

73

15.12%

13

86

#

Question

Useful

Not Useful

Total

1

1. The instructor always begins class on time.

82.35%

70

17.65%

15

85

2

2. The instructor is available for a full class period.

84.88%

73

15.12%

13

86

3

3. The instructor uses class time efficiently.

77.91%

67

22.09%

19

86

4

4. The instructor provides well-organized and logical explanations.

88.10%

74

11.90%

10

84

5

5. The instructor provides clear objectives for the course

81.18%

69

18.82%

16

85

6

6. The instructor has increased my knowledge of the subject matter.

85.88%

73

14.12%

12

85

7

7. The instructor encourages students to ask questions and participate in class.

93.02%

80

6.98%

6

86

8

8. The instructor maintains a classroom atmosphere of respect towards differing viewpoints.

91.86%

79

8.14%

7

86

9

9. The instructor is willing to help students outside the class.

82.56%

71

17.44%

15

86

10

10. Assignments and exams are closely related to course content.

87.21%

75

12.79%

11

86

Make it a requirement prior to registration for the next classes.

Set a time in class to complete surveys

I don't really have any suggestions.

class time to fill out

Have it in paper form again. I am on tenure track and I get 5 evaluatioon per class even with giving time and announce it many many times. Its really hurting us who are still on the tenure clock. Also many students receive the email forget about it and cannot find it afterwards. Have another way to access the evaluation and let the faculty know how students can access it.

Since professors are completely removed form the evaluation process it is very difficult to encourage students to do it. It would be much better to send us a link to the evaluation to post on our Blackboard courses. This way we can give students a few minutes during a designated class time to do the evaluation on their digital device. There should also be a section for additional comments if any.

Create questions that are less subjective

professors can use class time, and professors can announce to the class

Provide some kind of incentive for student response to increase.

Encouraging faculty to send announcements through the online learning system about the Student Evaluation of Faculty. Also, allowing students to complete the evaluation in class (for in-person classes) may yield higher response rates.

I had a conversation with the students about this issue. I explained to them how it was done when we used paper (a student in charge, the professor left the class and so on) versus the new online model. Even though I reassured them that their responses were confidential and would not have an impact on their grade they seemed distrustful of the online process. I am not sure what the school can do to help them view the form as private. Perhaps their advisors can encourage them as well?

We will never have good response rates while evaluations are online and outside of class time.

To post an announcement on Blackboard. To mention it briefly at the end of class.

Administrate! Our administration famously does not do their job. This year, for example, they did not send a findable email to the students. Students could not find the email.

encourage faculty to give class time to it

Return to paper/in-class evaluations!

Bring them back into the classroom. Make it so students can evaluate my class in my classroom, instead of in sequence

students are not addressing their concerns freely

Return to having faculty give them during class time if possible.

Encourage students to complete the evaluation during the last ten minutes of the class session.

I think we should return to paper evaluations. Evaluations for faculty promotion carry a lot of pressure. If conducted solely online, only a select few students will participate. When conducted in person, participation will likely be higher. Another option is to make it mandatory for all students to complete the evaluation if they wish to view their course grade. If a student doesn't complete the evaluation, they won't be able to see their course score.

Evaluation forms should be filled out in person during class time like they used to be.  Online evaluations for in-person classes are worthless.

Have a link where they can be accessed by the whole class at once so they don't have to search their email. It's time wasting - having a central link would save a lot of it.

Return to paper--and in-classroom, with instructor in the hall and one student to deliver evaluation forms to the department office.  This worked very well for years!  For online classes, if faculty could someone see the response rate and offer extra credit if the class gets a 75% response rate, that would be an incentive for online students to all do the eval.

Return to paper evaluations or have the evaluations embedded in a Brightspace course module. Having them complete them vial email is terrible. Students do not check their email, much less look for emails from the Office of Academic Affairs. If they were done via Brightspace and there were a way to faculty to track student completion that would also be very helpful. The email system CLEARLY DOES NOT WORK.

Bring back doing in person in in person classes.  Create an email blur that faculty that send to students in synchronous and asynchronous courses.

Have them open earlier before the term ends and have the professors walk them through where to find the links

If in-person class student evaluations could be done in class again, that may increase the number of students who respond.

offer incentives

Evaluation form should be distributed during the last class lesson.

Have faculty send the link to the students for completion of the survey in the last class.

For in person we should make time during class for students to complete the evaluation.

Students are more likely to respond if they are allowed to do so in class under the supervision of a different instructor. Many see these questionnaires as diversions for which they get no reward.

better communication with students

Provide time to complete evalduring class time

Announce the Evaluation from the Administration and state the importance of the response in improving students' understanding of the course material.

Keep evaluations closer to the class that students are taking. They should be given in person in the class by the instructor instead of being sent to student emails.. With my face-to-face classes, I had students complete the evaluations in class, when we met in a computer room. However, when students opened their emails from OAA (which also was not an email address they were used to getting emails from) the link required them to complete all of their course evals at once. They did this, but it resulted in us taking a much larger portion of class time than I had planned. Response rates were higher, and student feedback was better, when we asked students to complete course evaluations during class time. I think we should return to that method, albeit employing the digital form.

Instructors remind students to do evaluations

1. Set aside a few minutes of class time for students to complete the survey in class, perhaps at the end of the last meeting. 2. Offer an incentive such as entry to a raffle for a gift card or coupon to food services on campus.

Student evaluation of faculty is critical - find a way to give incentives for completing the evaluation.

Offer discounts at the cafes and bookstores.

provide the link to faculty so that they can send it out and/or a QR code for students to complete the survey during class time

Everyone is constantly bombarded with forms and surveys, so there needs to be some way to communicate to students the importance of Student Evals (that is transparent to them). Students are overworked, so the Evaluation of Faculty needs to have more weight. Also, some of the questions are less important (starts class on time vs. the atmosphere in class). If students could vote for something like more equipment or more lab time(needs to vary by department)then maybe the responses would go up.

They need to be mandatory in some way.

If you are serious instead of trying to save money, give the student evaluation in person

Do not post the final grade until students complete the form.

Allow students to access the surveys in a place other than just their emails (ex- via CUNYfirst or Blackboard). Many students do not know that they have received an email link nor do many students, especially for in-person classes, use their QCC emails.

Return to paper. Set up kiosks outdoors.

Don't have them do this on line. An in-person class should do this during class, as it used to be.

probably similar actions that would help students engage with their studies

Return to in-person evaluation.

In class evaluation

grade holds until completed

Encourage students to complete.

Not sure--compelling students to respond online might be problematic (that is, making it a condition of seeing grades, or something like that)

Can the students' links for the evaluations be in Blackboard (or Brightspace moving forward)? Many students do not access their QCC email regularly or at all!!

I kept reminding students but still only a few people submitted the evaluation forms. I suggest to go back to paper copies.

Do them in person back to paper

Can we make the evaluation form an "exit ticket" from the semester in CUNY First?

The forms should be filled out in person during class near the end of the semester like they used to be.  The online response rate is so low that the evaluations are worthless.

Ask faculty to let students complete them during class time - make them easy to navigate on their phones

Hide grades, for students who do not participate, until the last day of the semester. Students who participate can see their grades as soon as they are posted in CUNY first. Arrange a raffle of some sort for those who complete the surveys.

bring back in person, let students who fill out evals have early access to grades.

Offer priority registration for those who fill out the form.

advisors should do outreach too

I do not know.

Instructors should inform their students about how to access the forms and their due dates. Instructors should emphasize the importance of these evaluations and share instances of how they modified the content delivery or their methods in response to the feedback. Students may not know how to access the forms or feel that the evaluations are a waste of time. The students may need to be convinced that these evaluations lead to positive change.

MUST return to paper evals given during the in-class period.

Incentives such as gift cards for the first 2 students who completed the survey, ..paper format for in-person classes,

#

Answer

%

Count

1

Full time

66.30%

122

2

Part time

33.70%

62

Total

100%

184

#

Answer

%

Count

1

1st semester

17.55%

33

2

2nd semester

27.66%

52

3

3rd semester

12.77%

24

4

4th semester

20.21%

38

5

5th semester

7.45%

14

6

6th semester

6.91%

13

7

7 or more

7.45%

14

Total

100%

188

#

Answer

%

Count

1

Yes

58.38%

108

2

No

41.62%

77

Total

100%

185

#

Answer

%

Count

1

Yes

67.20%

125

2

No

4.84%

9

3

Maybe

27.96%

52

Total

100%

186

#

Answer

%

Count

1

Very easy

66.85%

123

2

Somewhat easy

16.30%

30

3

Neutral

14.13%

26

4

Not so easy

2.72%

5

5

Very difficult

0.00%

0

Total

100%

184

#

Answer

%

Count

1

Very easy

68.28%

127

2

Somewhat easy

16.13%

30

3

Neutral

14.52%

27

4

Not so easy

1.08%

2

5

Very difficult

0.00%

0

Total

100%

186

#

Answer

%

Count

1

Yes

56.50%

100

2

No

9.04%

16

3

Maybe

34.46%

61

Total

100%

177

#

Answer

%

Count

1

Yes

55.68%

98

2

No

44.32%

78

Total

100%

176

#

Question

Useful

Not useful

Total

1

The instructor presents on-line materials in an organized manner.

91.78%

134

8.22%

12

146

2

The instructor responds to questions in a reasonable period of time as defined in the course syllabus and elsewhere on the course website.

93.79%

136

6.21%

9

145

3

The instructor provides feedback on assignments and graded materials in a reasonable period of time as defined in the course syllabus and elsewhere on the course website.

91.78%

134

8.22%

12

146

4

The instructor provides well-organized and logical explanations.

91.67%

132

8.33%

12

144

5

The instructor provides clear objectives for the course.

93.79%

136

6.21%

9

145

6

The instructor helped me learn the subject matter.

91.72%

133

8.28%

12

145

7

The instructor was supportive to the challenges students face in the online learning environment.

87.67%

128

12.33%

18

146

8

The instructor’s use of technology-based resources enhanced student learning or instructor was innovative in enhancing student learning.

87.67%

128

12.33%

18

146

9

The instructor’s efforts toward creating a positive learning atmosphere in the teaching environment were acceptable.

90.28%

130

9.72%

14

144

#

Question

Useful

Not useful

Total

1

The instructor always begins class on time.

91.49%

129

8.51%

12

141

2

The instructor is available for a full class period.

92.96%

132

7.04%

10

142

3

The instructor uses class time efficiently.

94.41%

135

5.59%

8

143

4

The instructor provides well-organized and logical explanations.

92.20%

130

7.80%

11

141

5

The instructor provides clear objectives for the course.

93.71%

134

6.29%

9

143

6

The instructor has increased my knowledge of the subject matter.

95.10%

136

4.90%

7

143

7

The instructor encourages students to ask questions and participate in class.

90.91%

130

9.09%

13

143

8

The instructor maintains a classroom atmosphere of respect towards differing viewpoints.

94.41%

135

5.59%

8

143

9

The instructor is willing to help students outside the class.

93.01%

133

6.99%

10

143

10

Assignments and exams are closely related to course content.

93.57%

131

6.43%

9

140

When instructor asks a question it’s useful for her to repeat her students answer as well as the correct answer dk we can clearly the correct answer and hear it as well

no

No.

No.

Deleted due to personal information

no not really, everything is fine.

no

No

No

For students with disabilities, - was the student accommodated or was the course  materials presented in an accessible format?

no

No

No

Are you comfortable asking questions to this teacher? If a personal matter came up and interfered with your class work, would you feel comfortable expressing that you needed extra assistance?

no

Do the instructors explain the material clearly, and do they relate the concepts to real-life situations?

No

No

Nothing

N/A

N/A

No

Not at this time

No.

DOES PROFESSOR DO ENOUGH TO PREVENT CHEATING?

Something concerning the attitude towards students

Yes

No

about accent

I wouldn’t add any questions. I think the questions that are asked are efficient.

No questions

no

No.

No

it is better requires some meetings with students for asynchronous courses

No

1. Were there moments in the class that made you uncomfortable? 2. Has the Instructor made you uncomfortable, in what way? 3. Has the general learning atmosphere of the class made you uncomfortable in any way? 4. Have other Students made you uncomfortable? 5. How does the Instructor respond to (the above situations)?

Nothing

No

Does this apply for both my 2 classes? Because I was only referring to one class in this survey