Below you find a condensed version of quantitative evaluation data that covers a number of recent courses taught at Ashoka University, a course I taught as Primary Instructor at the University of Pittsburgh and the last four classes I assisted in at the University of Pittsburgh.
Further below, you find data compiled from four courses I offered at the Center for Philosophy of Science (ZfW) at the Westfälische-Wilhelms-Universität Münster (Germany). Two of these were taught on site, the other two online, using a format that I developed by myself. (My online classes were the first ones ever to be offered at the ZfW.)
Select students comments can be found here, student letters of recommendation here (password protected), and three complete sets of evaluations here (password protected).
as Faculty member at Ashoka University
as Primary Instructor at the University of Pittsburgh
as Teaching Assistant at the University of Pittsburgh
Note: The data compiled in the lower graph is based on three sections per class. Values provided vertically at the top reflect the average value across all three sections. Class size is about 60 students per course (20 per section). However, in some cases, the available data sets are significantly smaller since unfortunately, student evaluations are not mandatory. Again, complete sets of evaluations are available here (password protected).
as Primary Instructor at the ZfW, WWU Münster (Germany)
Note: Class sizes of these courses vary between 10 and 40 students.
The (comparatively) lower ratings for Student-Instructor Rapport and Discussions Stimulating for the 2017 course are partly due to the fact that the University in Münster has dropped the requirement that students must attend classes in order to pass them. As a result, I was advised that I should no longer make participation in online discussions and working on creative tasks mandatory since doing so might be interpreted as a covert requirement to attend. As I feared, this led to a significant decline in student participation, less discussion, less student-instructor interactions (and diminished rapport ratings) and, I fear, also a decline in student learning. My hope is that in the future, regulations can be reversed or better tailored to the specific opportunities online teaching provides.
Bring me back to the teaching section, please.