Location
Comstock Memorial Union, MSUM
Document Type
Poster
Event Website
https://www.mnstate.edu/sac/
Start Date
15-4-2025 12:00 AM
End Date
15-4-2025 12:00 AM
Publication Date
4-15-2025
Description
Nearly all higher education institutions in America utilize Student Evaluations of Teaching (SET) as a tool to determine course quality, effectiveness, and weaknesses. Though SETs integration is expected, factors are being evaluated that are outside of faculty control (e.g. gender, appearance, ethnicity) bringing into question their reliability and validity (Cho et al., 2018; Kogan et al., 2010). SET tools need to be reviewed to ensure student feedback addresses modifiable factors (e.g. course activities, teaching methods) and ensuring learning objectives of the course were met. SETs also have weight on faculty tenure and promotion in higher education. Utilization of SETs for tenure and promotion could decrease retention of marginalized groups. Black faculty and non-native English speakers were more likely to receive lower student rating than another race or native English speakers (Smith, 2007; Alauddin & Kifle, 2014). Since there is scarce literature on the role SETs have on faculty retention this study aimed to address faculty a) utilization of the SET tool b) use for tenure and promotion c) estimated retention of faculty related to SET feedback. The purpose of the study was to increase understanding of the role SETs might have in nursing faculty retention. While there was a weak correlation suggesting SET feedback may make nursing faculty more likely to leave teaching, the practical implications are valuable. Nursing faculty estimated retention was 74.7 percent while estimated retention of faculty from other fields of study was 92.9 percent. This is significant given the current shortage of nursing faculty in America.
Faculty Perceptions of Student Evaluations of Teaching (SET) and Nursing Faculty Retention
Comstock Memorial Union, MSUM
Nearly all higher education institutions in America utilize Student Evaluations of Teaching (SET) as a tool to determine course quality, effectiveness, and weaknesses. Though SETs integration is expected, factors are being evaluated that are outside of faculty control (e.g. gender, appearance, ethnicity) bringing into question their reliability and validity (Cho et al., 2018; Kogan et al., 2010). SET tools need to be reviewed to ensure student feedback addresses modifiable factors (e.g. course activities, teaching methods) and ensuring learning objectives of the course were met. SETs also have weight on faculty tenure and promotion in higher education. Utilization of SETs for tenure and promotion could decrease retention of marginalized groups. Black faculty and non-native English speakers were more likely to receive lower student rating than another race or native English speakers (Smith, 2007; Alauddin & Kifle, 2014). Since there is scarce literature on the role SETs have on faculty retention this study aimed to address faculty a) utilization of the SET tool b) use for tenure and promotion c) estimated retention of faculty related to SET feedback. The purpose of the study was to increase understanding of the role SETs might have in nursing faculty retention. While there was a weak correlation suggesting SET feedback may make nursing faculty more likely to leave teaching, the practical implications are valuable. Nursing faculty estimated retention was 74.7 percent while estimated retention of faculty from other fields of study was 92.9 percent. This is significant given the current shortage of nursing faculty in America.
https://red.mnstate.edu/sac/2025/cehs/23