Cruelty in Student Teaching Evaluations

Lindahl, Mary W.; Unger, Michael L.

doi:10.1080/87567550903253643

Cited by 34 publications

(22 citation statements)

References 27 publications

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“…In particular, research and commentary by Lindahl, 23 Beran, 24 and Ryan 12 formed the basis for the specific questions to be asked.…”

Section: Methodsmentioning

confidence: 99%

“…A common limitation that has been cited in the literature includes the potential for students to assume a 'customer mind-set' or entitlement paradigm wherein there is an expectation for the acquisition of credit based solely on effort rather than actual achievement. 23,35,36 This paradigm can create a no-win situation for the instructor and must be taken into consideration when interpreting results. Other limitations may involve semantics associated with the surveying procedure.…”

Section: R a F Tmentioning

confidence: 99%

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How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

Cain

Stowe

Ali

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To determine how experienced pharmacy educators who have been recognized for teaching excellence interpret and respond to end-of course student ratings of teaching.Methods. An expert sampling technique was used to identify pharmacy faculty who have been recognized by the American Association of Colleges of Pharmacy (AACP) for teaching excellence as potential participants in the study. Sixteen faculty members were independently identified by two or more of the researchers as trusted candidates for the study and ten were randomly selected and invited to be interviewed via a web-conferencing platform. The interviews were transcribed and thematic analysis was used to identify overall themes.Results. Nine faculty members representing both practice-based (n=5) and non-practice (n=4) backgrounds participated in the interviews. The three primary themes emerging from the interviews

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“…In particular, research and commentary by Lindahl, 23 Beran, 24 and Ryan 12 formed the basis for the specific questions to be asked.…”

Section: Methodsmentioning

confidence: 99%

Section: R a F Tmentioning

confidence: 99%

How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

Cain

Stowe

Ali

et al. 2019

American Journal of Pharmaceutical Education

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“…Whitney &Luparell [33] added negative faculty emotions in response to student incivility which included fear, anxiety, anger and sadness. This is particularly problematic when faculty encounter these interactions face to face, read them in unprofessional emails, or poor SEOCS scores laden with abrasive student comments [20].…”

Section: Student Incivility Directed At Facultymentioning

confidence: 99%

“…Characteristics of incivility include: interactions between students and faculty that who are challenging, abrasive, discourteous, aggressive, uncomfortable, distressing, or include threats [3,33]; misconduct that can include verbal or physical abuse [34,35]; and disruptive behaviors that interfere with the teaching and learning process [3,5,29]. Often these characteristics manifest themselves in the cruel comments directed at faculty by students in face to face interactions within the classroom and clinical setting, and in SEOCS [20,28]. Incivility can range on a continuum of student behaviors from annoying acts to criminal conduct [33,36] and, if left unchecked, can manifest itself as horizontal hostility, or lateral violence to include incivility between and among students, faculty, and nurses [29,31,36].…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, students utilize student end of course surveys as one mechanism to anonymously make cruel comments directed at the faculty members in the courses being taken [3,20,28]. In order to combat these problems, strategies need to be implemented to foster relationships between students and faculty and provide a more appropriate venue for students to communicate with nursing [20,29].…”

Section: Introductionmentioning

confidence: 99%

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Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Beck¹

2015

SOJNHC

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Negative relationships between students and educators are faculty becoming a focus in higher education, this is due in part to the impact on student learning [1,2]. Emerging evidence also reveals that these poor relationships in academic environments are often the cause of educator attrition, [3,4] and nurse educators who experience these deteriorating relationships have an increased likelihood of leaving their employment or nursing altogether [5][6][7][8]. In order to better understand student and nurse educator relationships (commonly referred in the literature as student and faculty incivility), research was examined to determine how and why ineffective interactions occur using an integrative review method [9]. All the studies portrayed incivility as a multifaceted complex problem in student and faculty relationships with psychological and sociological foundations, but few offered tangible strategies for resolution. The purpose of this study was to utilize identified themes prevalent in the literature to develop a set of strategies that can be used in designing mentorship programs, and to improve interactions between students and nurse educators in both the classroom and clinical settings. Evidence-based strategies need to be implemented that foster positive relationships between students and educators to reduce the devastating effects of these disruptive behaviors. Nurse educators have the responsibility to provide an environment for learning that optimizes learner success. USA, personal experience in the assimilation of learning, cooperate effectively, and achieve higher levels of mastery of content and critical thinking skills [17,18].Effective teaching is an expression of personal and professional values which inform faculty behaviors and the interactions with adult learners that educators bring with them when teaching in their classrooms [19]. "Effective teaching is as much about the relationship as it is about technical proficiency" [19]. Teaching behaviors and interactions impact how students perceive their classroom and clinical experiences [4]. MethodsThe purpose of this investigation was to explore the historic evolution of research that included the keywords: student incivility, student and faculty relationships, and mentorship programs. The scope of the research was limited to studies from the last 15 years that primarily focused on higher education rather than practice settings, and excluded research that addressed bullying, and workplace mobbing. The analysis revealed consistent themes that were utilized to develop strategies to incorporate into existing mentorship programs to support new nurse educators entering the academic environment.

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Disruptive Trends in Student Experience Evaluations and Implications for Academic Staff Wellbeing

Tucker

2021

Assessing and Enhancing Student Experience in Higher Education

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Cruelty in Student Teaching Evaluations

Cited by 34 publications

References 27 publications

How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Disruptive Trends in Student Experience Evaluations and Implications for Academic Staff Wellbeing

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