It is critical for excellent faculty to evaluate their courses so as to ensure that students are getting the best education
possible. The Honors courses work together to create an education that asks students to engage in knowledge-making that actively
challenges them to think critically and creatively in order to problem solve.
The Honors Committee decided that it was important to create a system of course evaluation that used triangulation to create
a rich description of the course being evaluated.
Honors Student Evaluation Forms
Key to this triangulation are the Honors Student Evaluations. Each faculty member should ensure that his or her students fill
out an Honors evaluation form at the end of the semester. Please take class time for this purpose.
Honors Student Course Evaluation (pdf--for filling out electronically)
Honors Student Course Evaluation (Word doc--for filling out by hand)
When you have the students fill out the Course Evaluation. please have them evaluate the Director and Program as well.
Annual Honors Student Evaluation of Director/Program (.pdf)
Annual Honors Student Evaluation of Director/Program (word doc.)
The following items should be turned in to the University Honors Program by January 20th each year.
Faculty members teaching in the Honors Program are also asked to submit additional data since the student experience of the
course is only one measure of it. Teachers can pick three items from among the following options for means to supply other data concerning teaching effectiveness.
- Individual Course Assessment Forms (ICAs): These forms must be filled out for your individual departments for core and capstone courses. Please turn a copy in to me
- Peer Observations: documents showing either observer or observed roles may be included. Please note that these should concern your Honors course
or someone else's Honors course.
- A Course Syllabus: All classes must have a course syllabus. This is an easy piece of data to include.
- Teaching Materials: Sample assignments, lecture notes, quizzes, tests, and so on.
- Web Resources: Materials from your homepages, Vista information, student assignments, and so on.
- A Meta-analysis/Self Reflection that explores what occurred within the classroom for the course. This may address descriptive elements or may be an analysis
of what went well and what you are considering changing.
- A Teaching Philosophy Statement: What ideas are behind your classroom practices? What great thinkers/theorists have impacted your pedagogy?
- Professional Development: A list of workshops attended for purposes of improving teaching. A reading list of recent texts concerning your field or pedagogy.
- SIRS evaluations for the class in question: The current quantitative student evaluation tool for faculty evaluations. These are easier to submit for Spring classes than
fall classes because of the timeline for when we receive the results.
- A Faculty-generated Qualitative Evaluation Tool: SIRS evaluations and other evaluations set up to quantify response often do not ask the questions we would really like answered.
Create your own instruments that home in on issues of importance to you and ask students to fully address the questions in
- Student work for the class.
- Any Other Artifacts that faculty members believe represent their teaching effectiveness
Please also ensure that you fill out the following documents for program evaluation:
Honors Faculty Evaluation of Student Quality (.pdf)
Honors Faculty Evaluation of Student Quality (word doc.)
Annual Honors Faculty Evaluation of Director (.pdf)
Annual Honors Faculty Evaluation of Director (word doc.)