NUTSHELL NOTES "Teaching tips in a nutshell" - The University of Colorado at Denver's One-page Newsletter for Teaching Excellence

Part of the problem lies in the fact that students are not instructed about evaluations. Typical generic survey statements that lead to the above problem would be "On a scale from 1 (not at all descriptive) to 5 (very descriptive) rate the professor in: (A) Is accessible to students outside of class and (B) Gives personal help to students having difficulty in the course." These usually appear in a long list of "1 to 5" queries such as "Uses examples and illustrations," which every individual who has attended the class should be able to rate. The former two queries, however, can only be answered with validity by those students who have actually approached the professor for help outside of class, and this often, unfortunately, is a very small part of the class. The entire class, however, is prone to answer all queries anyway, and many will likely circle the "3" (somewhat descriptive) in ambivalent response to a question which doesn't excite them very much. A "3" of course will not be seen as ambivalence by reviewers; they may see the "3" as meaning that half the students who needed help didn't get it! Thus when evaluation forms are passed out, students should be cautioned about this problem and the need to collect solid data rather than expressions of current feelings. Students especially need to be cautioned to leave queries blank that ask them to evaluate a trait with which they do not have first-hand experience.

The other part of the problem lies in those students who really do come to your office outside posted hours and find that you are not there. You won't know this is a problem, perhaps, until one writes a nasty comment on your evaluation. One of the best safeguards against this is a ruled pad with a pencil on a string attached to the outside of your office door. Above the pad is a permanent sign "Are you looking for me and not finding me? If so, leave your name, date and time and your phone number. I will call you." On the pad are three vertical columns for name, date & time, and phone number. When you have contacted the student (DO IT as soon as possible!) and filled his or her need, cross the name off the paper. I have used this method over the past 5 years, and there has not been a student who signed that pad who didn't receive the desired help. Save the sheets from the pad as they fill up over the course of a semester. Once this procedure is in place, a supervisor must accept the facts concerning your helping students because you now have this as written record. It is a good idea to explain the function of the paper pad to your students on their syllabus too. When they know that you encourage visits and keep a record of who comes for help, more will be inclined to get needed assistance.

ADDENDUM: In the last issue of Nutshell Notes, a method for establishing a class directory and forming study groups was provided. This included producing a list of student phone numbers so class members could contact one another. A reader informed me of the potential problem from circulating an unlisted phone number. His point is well taken and I am following his suggestion to elaborate on this a bit more. My elaboration: When you collect data, always be up front with your students about what you are going to do with it. Respect the wishes of anyone who doesn't want to be contacted by classmates, and allow his or her phone to remain unlisted.

Also, once placed in groups, some students may choose not to make use of them while others will make use of the opportunity you have provided. The important part of the directory is that it provides opportunities. All Nutshell Notes are suggestions, not assignments. Enjoy the newsletter and select those things which you see as useful.