MSU SIRS (Student Instructional Rating System)
Near the end of each semester MSU gives its students a chance to rate the instructors on various categories. At the beginning of the following semester instructors can pick these up from their department in order to make improvements on their teaching. Here are my SIRS scores along with the department average in the appropriate course.
Faculty
Semester | Class | Ability to Explain Mathematics Avg. | Preparedness Avg. | Organization Avg. | Willingness to Help Avg. | Overall Rating Avg. | Course Difficulty Avg. |
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Fall Semester 2014 | MTH234. 020-025 |
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Spring Semester 2014 | MTH234. 009-013 |
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Fall Semester 2013 | MTH234.061 | ||||||
Summer Semester 2013 | MTH133.201 | 3.92 | 3.85 | 3.92 | 3.92 | 3.92 | 2.92 |
(I was the only one) |
3.92 | 3.85 | 3.92 | 3.92 | 3.92 | 2.92 |
Semester | Class | Enthusiasm Avg. | Concern Avg. | Preparedness Avg. | Understanding Avg. | Communication Avg. | Excellence Avg. |
---|---|---|---|---|---|---|---|
Spring Semester 2013 | MTH132.002 | 3.88 | 3.60 | 3.92 | 3.84 | 3.96 | 3.92 |
3.71 | 3.36 | 3.69 | 3.64 | 3.39 | 3.42 | ||
Fall Semester 2012 |
MTH103.095 | 3.93 | 3.64 | 3.87 | 3.80 | 3.87 | 3.87 |
3.22 | 3.06 | 3.27 | 3.32 | 3.08 | 3.06 | ||
Spring Semester 2012 | 3.72 | 3.22 | 3.67 | 3.61 | 3.17 | 3.33 | |
3.69 | 3.62 | 4.00 | 3.92 | 3.85 | 3.85 | ||
3.46 | 3.14 | 3.44 | 3.33 | 2.90 | 3.11 | ||
Fall Semester 2011 |
MTH202.003 | 3.83 | 3.33 | 3.72 | 3.44 | 3.72 | 3.56 |
3.26 | 2.42 | 2.95 | 3.03 | 2.83 | 2.68 | ||
Summer Semester 2011 | MTH202.201 | 3.93 | 3.50 | 4.00 | 3.71 | 3.85 | 3.79 |
3.73 | 3.45 | 3.95 | 3.68 | 3.81 | 3.59 | ||
Spring Semester 2011 | MTH202.006 | 3.94 | 3.42 | 3.77 | 3.77 | 3.65 | 3.55 |
3.37 | 3.05 | 3.40 | 3.24 | 2.92 | 2.97 | ||
Fall Semester 2010 |
MTH103.008 | 3.72 | 3.38 | 3.45 | 3.55 | 3.69 | 3.52 |
MTH103.059 | 3.81 | 3.33 | 3.76 | 3.81 | 3.57 | 3.57 | |
3.10 | 2.69 | 3.09 | 3.02 | 2.57 | 2.68 |
Sample Evaluations
I have selected several evaluations that seem to be a good representation of the evaluations as a whole. First, some very nice positive ones.
Here are some evaluations that contain constructive criticism. I believe that it is always important that we self-reflect on the past in order to grow.
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This student did not like the take home quizzes.
I honestly believe in a balance between in-quizzes and take-home quizzes works well. In-class quizzes allow the students to feel the stress and pressure of what the Exams will be like while take-home quizzes allow me the ability to ask many more questions to really gauge where misconceptions lie and give me much clearer hints on what to re-enforce in future sections. Since having this comment I have tried to explain to students what my philosophy is on quizzes and why I think it makes sense. Since I have been doing this I have not had any complaints. This student thinks that my expectations are too high and suggests that I go over the answers to homework questions. Its true that I have high expectations for my students. I want them to love math and solve math puzzles in their free time. I know its a hard task to try to get students to love math but once you do, all the pieces fall into place. Since this comment I have begun posting my solutions to all assignments that I create. I think reading over my solutions is a great way to study for Exams / the Final. OUCH! This one was from awhile ago when I was still getting my teaching legs. I dare any of my students to write that now! This is hard. I would love to have the time to do more examples but the definitions give you the rules needed to play the math game. I'm hoping that as I teach more classes that I can develop some 10-15min lecture videos for my students to watch before coming to class (at least on days with long/tough sections) so that we can focus more on problem solving techniques. (I own Camtasia 8 software, a nice new camera, and several microphones so I'm hoping I will find the time to make this dream into a reality) This student suggests that I ask more questions when first explaining the material to help stimulate minds. I completely agree. Since this comment I have tried to make it a goal to have my students help come up with definitions and theorems. Math is very natural. If I tell you and ask you to make up a theorem about
I think that you can get students to fill in the blank 10 out of 10 times.
This student suggests that I should be more concerned over students progress. I want all my students to succeed! But they have to want it too. They have to be willing to work. One improvement that I have made though is that Math Department at MSU doesn't have is a great way to send out grade reports (some departments will use Angel for this reason). In Spring Semester 2013 I solved this problem by researching how to setup mail mergers through Microsoft office to send each student a personalized email with their grades on individual assignments and overall course grade in it. I want everyone to know how they stand in the class. This student suggests I go on fewer side tangents It's true and it will never change. I get excited about math and there is so much. I just want to share it all. Sorry but no improvement made. I do try and tell students when I start talking about "Bonus Math" which is my code for a nice side tangent. |
Great
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All done |