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Motivation of Engineering Students to Participate in Teaching Evaluations
Author(s) -
Giesey Jeffrey J.,
Chen Yining,
Hoshower Leon B.
Publication year - 2004
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2004.tb00819.x
Subject(s) - salary , expectancy theory , promotion (chess) , psychology , outcome (game theory) , teaching method , process (computing) , mathematics education , selection (genetic algorithm) , medical education , computer science , social psychology , medicine , mathematics , mathematical economics , artificial intelligence , politics , political science , law , operating system
This study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that engineering students generally consider the improvement of teaching to be the most important outcome of teaching evaluations, followed by the improvement of course content and format. Making the results of evaluations available for students' decisions on course and instructor selection ranked third, while the least important use was influencing a professor's tenure, promotion, and salary raise. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback.