June 24, 2017
June 24, 2017
June 28, 2017
Minorities in Engineering and Women in Engineering
There is evidence that student evaluation of teaching (SET) is influenced by gender (both of the instructor and of the student). For example, one study in an online course showed that students rated instructors they believed were male higher than those they believed were female, regardless of actual gender or teaching performance (MacNeil, 2015). Factors like size of class and perceived nurturing behavior from female instructors may also affect the outcomes. Because hiring, promotion, and tenure decisions are increasingly reliant on student evaluations as a measure of teaching effectiveness and women may be more likely to receive lower ratings (particularly from male students, which comprise a majority of our engineering student bodies), this is a topical issue that may systematically inhibit the retention and advancement of female faculty members in engineering.
During this panel we will discuss the role of SET in tenure and other decisions; the evidence for/effect of evaluation gender bias; the underlying basis for student ratings (teaching effectiveness, or other (potentially gendered) factors); strategies to mitigate the effect of gender bias on SET (student-, class-, department-, or institution-level); and the effect of gender interaction (teacher-student), with majority male student bodies.
d'Entremont, A. G., & Gustafson, H. (2017, June), PANEL: Gender bias in student evaluations of teaching Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28731
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