All SLA courses automatically come with standard questions divided up into three main sections:
In addition, you have the option of setting additional questions, which will appear on the same evaluation. You can add:
You can manage your questionnaires via https://coursequestionnaire.iu.edu/Blue/. This site allows you to:
In order for the Classics Program to evaluate student experience and retention, I ask you to include some mandatory questions. You may use any remaining open questions as you would like. There are two categories of questions:
NB: It is good policy to include the course name/#/topic in the question, to keep students focused on which course they are evaluating.
*True story: one student in my recent evaluations complained that the lab in my class was too difficult. Considering there was no lab in my class, I imagine it was difficult indeed to complete the lab.
| Additional Questions for CLAS C205 Classical Mythology | ||
| Quantitative | 1 | Classical Mythology (CLAS-C205) has maintained or increased my interest in Classical Studies. |
| 2 | Classical Mythology (CLAS-C205) has instructed me how to describe, explain, and compare and contrast primary sources for a story. | |
| 3 | Classical Mythology (CLAS-C205) has introduced me to aspects of the Arts and Humanities (interests, values, questions, theories, methods, etc.) through the study of Greek and Roman myths (in literature, art, architecture, etc.) | |
| Qualitative | 1 | How has Classical Mythology (CLAS-C205) increased your knowledge and understanding of Greek and Roman myths? Please use specific examples to discuss general themes. |
| 2 | One of the objectives of Classical Mythology (CLAS-C205) is to study primary sources for myths within their historical contexts, in order to understand some of the ways and reasons why we humans tell the stories we do. In this regard, what do you consider some of the most valuable takeaways from this course? | |
| 3 | Classical Mythology (CLAS-C205) includes a project. Early parts of the project led you step-by-step through the process of selecting, identifying, describing, and comparing and contrasting six primary sources for a myth. Was the step-by-step instruction useful preparation for the final product? How could the assignments and/or instruction for the preparation be improved? | |
| Additional Questions for All Other CLAS Classes | ||
| Quantitative | 1 | This class in [class topic] has maintained or increased my interest in Classical Studies. |
| 2 | Because of this [class name/#/topic], I plan on taking another class in Classical Studies. | |
| 3 | IOR’s choice | |
| Qualitative | 1 | Approximately how many hours per week did you spend on [course name]? How many hours were dedicated to particular assignments? |
| 2 | How has [course name] increased your understanding of how modern societies learn about, comprehend, and draw on past societies? | |
| 3 | IOR’s choice | |
Because students now take course evaluations online, it can be difficult to properly incentivize them to actually fill them out. One way to encourage them to do the questionnaire is to allot class time to the task, as in days of yore and pencils and scantrons. IUPUI offers some additional strategies to maximize responses. The general rule, however, is that you can NOT offer rewards to individual students based on whether or not they complete their personal questionnaire (i.e., if you fill yours out you get a cookie), because this violates the anonymity of the questionnaire. Instead, any reward on offer must apply to all students in the class as a whole.
One tip is to make a reward contingent on a certain percentage of the class filling out their evaluations. You can monitor response rates at https://coursequestionnaire.iu.edu/Blue/. For example, in the past I have offered to put extra credit questions on the final if 75% of students fill out their evaluations. This has been moderately successful.
