Written comments on student evaluations often seem idiosyncratic, lacking the power of numerical statistical data. These statements, however, may sometimes reveal intellectual challenges common to novice learners in our disciplines. Instructors can use these insights as part of a scholarly approach to teaching, making meaningful adjustments to future classes and informing curricular choices in productive ways. In this article we examine common student complaints in three particular situations: quantitative classes, writing-intensive courses, and classes taught using student-active formats. We discuss implications of these comments for faculty as they seek to promote students' intellectual development.Key words student evaluations . student learning . personal epistemology Student evaluations are the bane of many a faculty member's existence and an identified source of real faculty anxiety (Ameen, Guffey, & Jackson, 2002;Gardner & Leak, 1994). As instructors we invest time, energy, and self in our teaching. We naturally expect our students to appreciate how we have taught them and reward our "performance" with good marks. When these expectations fail to materialize, we are disappointed, confused, and angry. Our reaction can lead us to discount these sources of information and may even contribute to our disillusionment with the value of our work. Many authors have written Innov High Educ (2007) 31:279-286
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