{"id":2049,"date":"2026-08-17T14:19:35","date_gmt":"2026-08-17T21:19:35","guid":{"rendered":"https:\/\/blogs.ubc.ca\/catherinerawn\/?p=2049"},"modified":"2026-08-17T14:20:28","modified_gmt":"2026-08-17T21:20:28","slug":"learning-from-my-past-students-in-psyc_v-218-analysis-of-behavioural-data","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/catherinerawn\/2026\/08\/17\/learning-from-my-past-students-in-psyc_v-218-analysis-of-behavioural-data\/","title":{"rendered":"Learning from my past Students in PSYC_V 218 Analysis of Behavioural Data"},"content":{"rendered":"

This post continues from\u00a0Learning from my previous Students PSYC_V 217 Research Methods<\/a>, in which I discussed my student evaluations from my last two iterations of PSYC 217. I began writing today by revisiting my post from July 2021 Reflecting on Statistics (Emergency Pivot and Mid-Pandemic)<\/a>, which was the last time I deeply interrogated my Student Evaluations. Wow<\/em> that’s a powerful post. The bigger picture takeaways (bold font toward the end) warm my heart and add fuel to my excitement for returning to the classroom post-sabbatical<\/a>. As I look ahead to 2026\/27, it is time to revisit this practice of sharing my reflections on student evaluations.\u00a0Please see my\u00a0Approach to Analyzing Qualitative Student Evals Data 2026<\/a>\u00a0and as well as\u00a0Student Evaluations of Teaching<\/a> for quantitative results and the survey instrument, and my Courses<\/a>\u00a0page for all my syllabi.<\/strong><\/p>\n

Thank you\u00a0<\/em>to every student who took the time to share feedback over the years.<\/p>\n

Quantitative Data<\/h1>\n

First I look to quantitative results for the last three times I taught this course. W2021 started January 2022 online; we first met each other in person for the second half of the course. W2023 started January 2024, which was the last year I had 3 midterm tests. W2024 started January 2025, which was the first year I tried 2 midterm tests. Below is the graph of the interpolated medians <\/em>for each University Module Item (UMI). Overall, results are fairly high and consistent, particularly clear expectations<\/strong> and my interest in supporting student learning<\/strong>. Showing interest in supporting student learning is one of my strengths (because I am indeed interested!), and I find expectations in a statistics course a little easier to articulate than in other courses. Last time I taught the course, Sec2 ratings were quite a bit lower than Sec1 in presenting for understanding<\/em> and providing useful feedback<\/em>. I treat both sections the same, so I’m always puzzled when that happens! Overall: Nothing of concern (or huge interest) here.<\/p>\n

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Qualitative Data<\/h1>\n

For qualitative analysis, I am experimenting with assistance from Microsoft CoPilot, as I explain here<\/a>. Results below integrate both W2024 and W2023 comments, except where noted. Key strengths echo those from earlier years, and align with intentional approaches to the way I teach students:<\/p>\n