CETL provides a variety of printable resources to faculty, including forms, guidelines and information sheets on a number of teaching and learning related topics. If you are looking for something that is not listed below, please contact us for assistance. Thank you!

• Example mid-term student course evaluations
• Grading rubrics
• Vince Tinto: presentation & articles
• Report on Race & Gender Bias in Student Evaluations of Teaching
• Helpful faculty actions following a tragedy

Example Mid-Term Student Course Evaluation Forms

We encourage you to adapt these forms to suit your own context and the kinds of questions you would like students to answer. Each link opens an MS Word document in a new window.

• Class reaction survey
• Constructive statements
• Discussion/Seminar opinion form
• Six open-ended questions
• Teacher behaviors inventory
• Three open-ended questions
  
• Creating your own survey form

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Below are examples of rubrics used in various U.S. universities - you may wis1/25/08intend to publish more of these over time, and would welcome you sending your rubrics to us at cetl@seattleu.edu for inclusion.

• Essay rubric: holistic (Penn State U)
• Essay rubric: analytic (U of Wyoming)
• Argument Analysis rubric: holistic (Central Florida U)
• Debate rubric: analytic (Purdue U)
• Scientific papers: analytic (PJ Alaimo and J Langenhan, Seattle U )
• Class participation: analytic (B Kelly and T Huston, Seattle U)
• Annotated bibliographies: analytic (J Bean, Seattle U)
• Application of theory: analytic (D Green, UCE Birmingham, UK)
• Practical Proposal: analytic (J Bean, Seattle U)
• Public argument: analytic (J Bean, Seattle U)

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1/25/08 Tinto Presentation and Articles

Professor Vince Tinto received his Ph.D. in education and Sociology from the University of Chicago. He is currently Distinguished University Professor at Syracuse University and chair of the higher education program. He has carried out research and written extensively on higher education, focusing particularly on the social dimensions of learning and how universities can build communities based on clear expectations, accessible support structures and academic challenge. He presented at Seattle University during Academic Convocation on September 15, 2005.

• Keynote Presentation - Sept. 15, 2005 at Seattle University (PPT)
• Learning Better Together (PDF)
• Taking Retention Seriously (PDF)
• 1/25/081/25/08 (PDF)
• Assessing Retention (PDF)

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Additional Resources

Research Report: Race and Gender Bias in Student Evaluations of Teaching (click title to read)

Compiled by Therese Huston, PhD (October 24, 2005)

This report was prompted by a faculty member's request to summarize the research on the impact of race and gender in the evaluation of university teaching. Unfortunately, there is relatively little in the way of empirical, quantitative research on the intersection of race and gender as they pertain to course evaluations. Numerous studies have examined the possibility of a gender bias in student evaluations of teaching, but the possibility of a race bias is a relatively new area of inquiry, as evidenced by the fact that several of the relevant articles are published in 2005. The silver lining, of course, is that the findings are recent and are likely to reflect current institutional trends.

This document summarizes the key empirical findings. The report is intended for information purposes only, and is not intended to provide guidance toward a particular observation, conclusion, or policy decision. Further information about most of the studies listed here can be obtained through CETL .

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Eye of the Storm: Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy (PDF)

Therese Huston, PhD and Michele DiPietro, PhD
In To Improve the Academy, 2007

For those faculty who are motivated to address the Virginia Tech tragedy in the days to come, there is another resource that might be helpful. Michele DiPietro and Therese Huston published an article in the most recent edition of To Improve the Academy (2007) that reported on a study examining:

1. what instructors did or said in class following the attacks of September 11, 2001, (according to their students); and
2. those actions or comments students found helpful following the attacks.

Please click here to view the article in its entirety.

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