I confess, I click through my end-of-semester course evaluations quickly. Sorry, but, as much as I care about the next generation of students in the course, when I am in the midst of finals and papers, my consideration is limited. When course evaluations come out I can’t help but wonder, “Seriously?! You think I am going to give this a lot of thought and attention?! I am done with this class!” I end up clicking through the evaluation forms as quickly as possible without taking the time to make suggestions or to think through the ratings I give classes. End-of-course evaluations cannot enhance the experience of the students currently enrolled and can only potentially help the next cohort taking that class. We need a system by which students can give their feedback and see what changes the professor makes to accommodate the students. If students could give preceptors and professors midterm evaluations, the second half of the semester could be better for both the students and the teachers — and would give selfish students like me a real reason to take the evaluations seriously.
Midterms are extremely stressful. What adds to the stress is the fact that at the end of the set of exams you have three options. You can drop the course,exercise the Pass/D/Fail it or soldier on. There is no reason that these are the only ways forward. Why shouldn’t we be able to tell our professors that we need more guided notes in lecture, dialogue in language classes or time for questions in precept? Yes, this might seem cushy to the Spartans amongst us, but, at the same time, we are here to learn. I, for one, want to make sure that I am getting the most out of my classes. Not every teacher will or can listen to all of the feedback they receive from evaluations, but they should at least be given that set of information.
We have all heard frustrated friends venting about their courses at lunch tables, walking out of class or even in the library. Evaluating our courses halfway through the semester would rid students of that frustration and give them a chance to give their teachers useful feedback. At the end of the semester it is too late, and it makes little sense for a course to have no way to improve once the semester has begun. Though it is true that preceptors and professors have office hours, they are not the time or place for evaluations. Having computerized midterm evaluations solves this problem. It also allows for honesty without the fear of any sort of repercussions. Anonymity in evaluations gives students the chance to have their voices heard without risking being penalized or having the teacher single them out. Finally, it allows professors to have feedback from their entire cohort, not just the students who have time to seek them out and the guts to give them feedback.
It’s not just the students who could benefit from this. I recently had the shocking experience of chatting with a preceptor who asked for feedback on how the course was going. Before that I kind of assumed that every preceptor standing before a class knows what they want to do and are sure that their method is right. My preceptor’s inquiry made me think that having evaluations halfway through the semester would also help our educators. Preceptors often only teach a specific course once or twice and do not always have teaching experience beforehand. It must be difficult to stand in front of a class and have no idea how the students feel about the teaching method and structure of the class. This is the case for big lectures as well as small seminars. Teachers in every type of course give a lot of thought to their teaching method, so it makes sense that they should have feedback about how it is going.
As I look toward the next half of a semester, I am frustrated with the feeling of it being almost over — but it is not almost over. There should be a way to make that last half count and to make it as good as possible. Now is the time for evaluations, not when it is too late.
Kerry Brodie is a Near Eastern Studies major from Potomac, Md. She can be reached at kbrodie@princeton.edu.
Read More
Princeton must protect students from Trump’s proposed immigration policies
Jorge ReyesWith the presidential inauguration less than two weeks away, time is running out. Princeton, act now and show undocumented and international students the “energetic and vigorous support” you pledge before it’s too late.
With the presidential inauguration less than two weeks away, time is running out. Princeton, act now and show undocumented and international students the “energetic and vigorous support” you pledge before it’s too late.
The U. doesn’t want you to know about the camera project. Pay attention.
Frances BroganWhen the administration isn’t forthcoming with us about a policy that affects the entire student body, we should be suspicious. Princeton’s lack of communication about the camera initiative suggests a desire to avoid accountability.
When the administration isn’t forthcoming with us about a policy that affects the entire student body, we should be suspicious. Princeton’s lack of communication about the camera initiative suggests a desire to avoid accountability.
Princeton should incorporate well-being days into the academic calendar
Isaac BarsoumPrinceton must commit to ending its mental health crisis by making long-term care accessible, appointing a zero-suicide czar –– and yes, incorporating well-being days into the academic calendar –– to make the Princeton experience happier, healthier, and safer.
