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Does Gpa Have Anything To Do Regarding Faculty Evaluations??

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Teaching Innovation in Architectural Engineering I

Tagged Division

Architectural

Page Count

10

Page Numbers

12.563.1 - 12.563.10

Permanent URL

https://peer.asee.org/2671

Download Count

53

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Paper Authors

author page

Gouranga Banik Southern Polytechnic State University

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Does GPA have anything to do regarding faculty evaluations??

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 is the most widely used 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 and statistical analysis. The result of this study is the extension of the previous year study. It was found that students’ GPA has direct relations with their perceptions regarding teaching evaluations. Students with higher GPAs are against missing lectures by faculty and disapprove the acceptance of a lower class performance by faculty. Instead, they favor such course and faculty traits as having projects assigned to the course, providing ample office hours, lecturing clearly, real-life applications and faculty fairness.

Key Words: GPA, Teaching Effectiveness, Students, Faculty, 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 • Administration recognize that such evaluations are useful as only one measure (not all) of teaching performance

Banik, G. (2007, June), Does Gpa Have Anything To Do Regarding Faculty Evaluations?? Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2671

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