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Web-Enhanced Course Evaluation: A Whole New Look Jack McGourty Columbia University

Abstract This paper describes the history, development, and implementation of a web-based course evaluation system at a major university. The reasons for creating a flexible process that allows for survey customization at the course level are discussed. The benefits and challenges of implementing the system are presented.

I. Introduction

Course evaluation processes have been in existence since the 1920’s, with some of the earliest examples reported by Harvard University in their publication, “Confidential Guide to Courses” [1]. The use of course evaluations has instigated much controversy over the years, with many researchers questioning the overall effectiveness and validity of results [2]. Now, with a new emphasis in outcome-based assessment, course evaluation processes are being viewed as a potential vehicle for collecting student feedback on both course objectives and student perceptions of learning outcomes. With the potential for course evaluation processes to take on several new uses, the need for technology-mediated procedures to administer these surveys has become evident. The traditional paper-and-pencil versions no longer provide the degree of flexibility required for course specific customization. The purpose of this paper is to describe the implementation of an online course evaluation system in The Fu Foundation School of Engineering and Applied Science (SEAS) at Columbia University. The School has utilized online evaluation for the past three years so this paper will discuss specific strategies, implementation, and results.

The objective of transforming the School’s traditional paper-and-pencil course evaluation system to an online application was to dramatically improve the assessment, feedback, and actions taken to advance the quality of academic programs offered. To accomplish this, a team comprised of assessment and information technology researchers and administrators worked to create a flexible, web-enhanced system that would meet the requirements of the School. The long-term goal was to build the system with enough flexibility so that all Columbia University Schools and programs could benefit. The vision was that this new system would enhance communication among all constituents regarding the efficacy of the academic offerings and would focus attention on objectives and learning outcomes in a timely manner.

In today’s competitive environment, higher education is being forced to focus on outcome assessment. The pressure comes from industry, academic accreditation entities and government agencies to incorporate broader student learning outcomes and sound assessment techniques into education programs and courses. The most relevant example is the incorporation by the Accreditation Board of Engineering and Technology (ABET) of eleven student learning outcomes and assessment in its Engineering Criteria 2000 (EC2000) that is now required of over Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright  2002, American Society for Engineering Education

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McGourty, J. (2002, June), Web Enhanced Course Evaluation: A Whole New Look Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11307