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Quantitative and Qualitative Evaluations

Quantitative Evaluations of RLC 110 and 111

For the past seven years, the Freshman Reading and Writing Program has used a standardized eleven-question course evaluation form for all sections of RLC 110 and 111, a total of 45-50 classes each semester. Some questions on the standardized form pertain specifically to the course, such as its having clear goals, being well planned, having clear grading criteria, being taught at an appropriate level of difficulty, stimulating critical thinking, and its overall quality. Other question address the instructor's teaching, such as providing adequate feedback on student performance, responding adequately to questions, showing concern for the needs of individual students, communicating clearly and effectively, and the overall quality of the teaching.

This year, we are pleased to announce that of the 603 students responding the number who rated our courses four (very good) or 5 (excellent) on all eleven questions is higher than it has been since we began systematic evaluations in 1994. Moreover, on five of the eleven questions the percentage of students who rated RLC 110 as 4 (very good) or 5 (excellent) reached 80 percent for the first time: stating course goals clearly (81.2%); planning the course well (82%); showing concern for the needs of individual students (80.9%); stimulating critical or creative thinking about the subject (80.8%); and overall teaching quality (80%). We are especially proud of this last increase.

Qualitative Evaluations of RLC 110 and 111

We have been gathering quotations from students who have taken RLC 110 and 111. Excerpts here are taken from students' responses:

"I have learned how to show in detail what I am thinking rather than regurgitating information. I have rediscovered that when I like my topic, things seems to flow more quickly, and I enjoy writing to a reader." Jenn

"After writing this paper, I don't feel that writing is a hassle. I can sit down and actually enjoy what I am writing about. I can write a lot faster than I used to because I know how to put my words on paper better." Jill

"Now I realize how much a difference revision makes. It can lead you down a path you never could have thought of if you hadn't revised." Natalie

"Through responses from my classmates, I learned not only where I went wrong, but more importantly what I was doing right. Before I came to college, I would never know if I was going in the right direction when it came to my writing." Casey

"I have to say that my perspective has changed. In the past, I hated analysis because I am an artistic person by nature. I now understand that analysis is integrating an opinion with solid facts." Chris