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Students’ Attitudes towards Construction Management Teaching and Professors

Gouranga C. Banik, Ph.D., P.E. Associate Professor School of Architecture, Civil Engineering Technology & Construction Southern Polytechnic State University Marietta, GA 30060

Abstract

Student evaluation of faculty has perhaps the most important prevalent mechanism to examine the quality of teaching and effectiveness of professors. A research study was conducted in SPSU Construction Department to examine the teaching effectiveness. The spatial transferability of the faculty evaluation mechanisms, without regard to spatial socio-cultural differences, is discussed in this study based on the collected data and following a thorough literature review. It was found that the ratings of a large percentage of construction students were positively influenced when their exam grades were inflated; the entire course material was not covered during the semester; a project was not assigned to the course; and students were allowed to arrive late as well as absent from class from time to time. On the other hand, it was found that the evaluation of a large majority of students was influenced positively when lecture materials are tied to real-life problems; lectures were delivered in a clear and understandable manner; the faculty was fair in grading, punctual and efficient in the use of class times.

Key Words: Teaching Effectiveness, Students, Professors, Construction

Introduction

Finding an appropriate mechanism to evaluate teaching and its effectiveness has always been, and continues to remain, a difficult task. In a national study that tracked the use of student evaluations of faculty in 600 colleges between 1973 and 1993, the use of student evaluation increased from 20% to 86% (Seldin, P. 1993). Student evaluation of faculty has become the most prevalent mechanism to examine the quality and effectiveness of teaching (Lindenlaub, J and Oreovics, F., 1982; Haskell, R. 1988).

The philosophy behind the student evaluation of faculty is based on the following assumptions (OIT, 1999)

• Students have the responsibility of maintaining maturity and objectivity • Faculty have the responsibility of seriously considering student input and implementing change as appropriate

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Banik, G. (2006, June), Students' Attitudes Towards Construction Management Teaching And Professors Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--580