State California University, Stanislaus
[CORE INDICATOR 2: QUALITY OF TEACHING]
IDEA DATA 2004/05 and 2005/06
California State University, Stanislaus Findings for Aggregate IDEA Student Evaluations Student Ratings of Progress on 12 Learning Objectives Linked to Primary Teaching Approach Comparison of 2004/05 and 2005/06
For full report see Overall Findings for Aggregate IDEA Student Evaluations: Comparison of 2004/05 and 2005/06 Comparison of 2004/05 and 2005/06 Findings for 2004/05 are displayed in black ink; findings for 2005/06 are displayed in orange ink.
Responses Year 2004/05 2005/06
Courses Taught 1245 1294
Faculty 582 636
Students 26,563 27,134
Overall Findings for Both 2004/05 and 2005/06 Overall, there is relative consistency of student ratings between the academic years of 2004/05 and 2005/06. Faculty pedagogical elements also remain constant, including selection of learning objectives, teaching approaches, course requirements, and circumstances that impact learning. Overall, student ratings of the quality of their courses and instructors are high. Students also report high ratings overall for their progress on achieving each of the 12 learning objectives, as well as high ratings for those learning objectives identified by faculty as most essential. Overall, student ratings suggest substantial progress on learning objectives, with a rating of 4 or higher on a 5-point rating scale. Overall, there is no discernible relationship between faculty selection of primary teaching approaches and their selection of essential learning objectives. When student ratings of progress on the 12 learning objectives are linked to the faculty's primary teaching approach, no differential rating is discernible. That is, students' ratings of their progress on learning objectives do not appear to be related to the teaching faculty's approach.
Course Type Data were disaggregated by course type and analyses conducted of student ratings and faculty selection of learning objectives, teaching approaches, course requirements, and circumstances impacting learning. Course types included undergraduate, graduate, general education, writing proficiency, and distance education. These analyses are found in the IDEA Summary of Findings reports.
Student Ratings of Learning Objectives Linked to Primary Teaching Approach 1. There is no discernible relationship between student ratings of their progress in achieving learning objectives and faculty's primary teaching approaches. Mean ratings fall in the substantial to moderate progress range for all learning objectives. 2. There is no discernible relationship between student ratings of their progress in achieving learning objectives and faculty's primary teaching approaches. Mean ratings fall in the moderate to substantial progress range for all learning objectives. 3. The highest student ratings on progress (substantial and exceptional) toward learning objective...