{"id":1985,"date":"2026-07-14T14:09:39","date_gmt":"2026-07-14T21:09:39","guid":{"rendered":"https:\/\/blogs.ubc.ca\/catherinerawn\/?page_id=1985"},"modified":"2026-07-16T12:25:29","modified_gmt":"2026-07-16T19:25:29","slug":"student-evaluations","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/catherinerawn\/teaching\/student-evaluations\/","title":{"rendered":"Student Evaluations of Teaching"},"content":{"rendered":"

I deeply value student feedback on my teaching practice. Over the years, student feedback has helped me identify my signature strengths<\/strong>, such as enthusiasm and deep care for students and their learning<\/strong> (which students have linked to their willingness and ability to learn challenging material). While I grow and change as a human and a teacher, such consistent messaging from students has helped me discern what classroom practices might align well with who I am<\/em> <\/strong>at my best, and thus help me bring out the best in students.<\/p>\n

Student feedback has also challenged me to look critically<\/strong> at where my courses and classroom practices might benefit from change. Suggestions for improvement, especially when framed as straight-up negative feedback, are never exactly ‘fun’ to receive. I do my best to approach them humbly and strategically<\/strong>, searching for relatively common concerns I can actually address<\/strong> (while keeping an eye out for rare issues too). I then try to address these concerns as best I can through iterative course changes, and examine evidence of impact in subsequent years’ feedback.<\/p>\n

What follows is a summary of my Student Experience of Instruction<\/a> scores, with links to blog entries discussing qualitative results and (forthcoming) priorities for change. This page was created July 2026 and builds from my previous page, Teaching Evaluations<\/a>, which offers analysis from 2008-2009 through 2020-2021 academic years.<\/p>\n

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A Note on Measurement<\/h1>\n

Students are asked to rate agreement with six “University Module Item” (UMI) questions on a 5 point scale, 5= strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly disagree. Since W2021, these items have been phrased as follows:<\/p>\n