Creating a Research Plan

  • Uncategorized

Creatinga Research Plan:


Theprincipal goal of this research is to define what factors influencethe gathering, results, and change over time of Faculty EvaluationSurvey (FES) ratings. The research questions to be reported are:

  • What is the estimated rate of response on the campus?

  • Who is not participating in the FES for filling by semester, required vs. elective, class size, and professor rank?

  • What arbitrates overall student performance with overall faculty held constant?

  • Does course length influence FES scores?

  • Are there changes over time in faculty and lecturer ratings (non-tenured and tenured)?


Thegathering and use of student faculty and course grades inend-of-semester assessments is a wide-spread exercise. Numerousstudies have been conducted on this topic, ascertaining variablesthat guide the outcome of lecturers and student course ratingsisolated to teaching success (Safavi et al., 2013 Brown, 2016).Earlier study discloses mostly consistent findings that teachingexperience, instructor rank, gender of the trainer, academic major,workload, and course level influence faculty and lecturer ratings bystudents. Unambiguously, most pundits agree that the need forimproved grades leads to higher instructor and faculty ratings (Kemp&amp Kumar, 2012 Steiner et al., 2010). Classes with more workloadsare typically graded lower unless they are superior courses within adiscipline (Kemp &amp Kumar, 2012).

Whilethese variables have been analyzed, little has been directlyinvestigated or discovered regarding instructor and class estimatedrate of response and what aspects influence the probability ofcompleting instructor and course surveys. Additionally, instructorand course rating improvement over course and time length has alsonot been explored.

Accordingto Brown (2016), although efforts to separate variables to somewhatunderstand ratings have been attempted over and over, many of thediscoveries are faulty due to lack of adequate statistical proceduresand data.


Steiner,S., Haley, L., Gerdes, K., &amp Campbell, H. (2010). ASSESSINGTEACHING: LISTENING TO STUDENTS WHILE RECOGNIZING BIAS. JournalOf Social Work Education,40(2),365-376.

Kemp,B. &amp Kumar, G. (2012). Student Evaluations: Are We Using ThemCorrectly? Journalof Education for Business,66(2),106-111.

Safavi,S., Bakar, K., Tarmizi, R., &amp Alwi, N. (2013). Faculty perceptionof improvements to instructional practices in response to studentratings. EducAsse Eval Acc,25(2),143-153.

Brown,M. (2016). “How Do We Know It`s Working?” The Teaching Artist`sRole in Program Evaluations and Assessing Student Work. TeachingArtist Journal,14(2),68-80.

ResearchProcess, Design, and Statistical Analysis

Allclasses that have FES results in from Fall 2011-2015 and Summer 2012will be contained within the analysis.

Thethird and fourth research questions will be evaluated by linkingthose that in fact did fill out the form and those that were entitledto fill out the FES form. The fifth research question will be studiedusing quantitative analysis methods using the FES data developed.

HumanSubjects Interface

  1. Sources of Potential Participants

Contributorswould be involved in the survey if they were faculty who concluded anFES form for the course during fall 2011-2015 and Summer 2012. It ispredicted that most faculty and student will fit in the graduate andundergraduate population age series of 18-67 years. Discrete studentreplies are estimated within the data set for each item.

  1. Recruitment of the Participants

Participantswill not be recruited since the study will use the secondary datadeveloped.

  1. Research Protocol

Allfaculties at the campus are bid to administer a form of the FacultyEvaluation Survey to the students in their courses. There is completeanonymity when filling and submitting the forms as students do notgive out their personal information.

Allfaculty and student survey data, including unique numbers and courseidentification, will be requested and gathered from programmerswithin the IT department. The demand for the data will include:

  • FES record

  • Semester and year of the course

  • Lecturers name and ID

  • Rank of instructor and academic department

  • Department account code

  • Class meeting times and days

  • Survey code

  • Scanning times of each FES survey



TheUniversity of……at…

FacultyEvaluation Survey-Basic Form

Theprimary aim of this review is to assist in improving teachingeffectiveness. Your answers provide a valuable opinion to otherstudents, administrators, and instructors. The outcomes are used byadministrators to make salary and promotion decisions, and answers tosome of the items can be accessed from the website to aid in facultyselection. Your replies to the queries are critical, so pleaserespond equitably and honestly. Take the whole semester into accountand avoid focusing on isolated events.


Pleasecomplete this form using # 3 pencil Lecturer’s

Thebox to the right with course information should be completed CourseCode:

Marksshould be complete Course Abbreviation:

Anyerasures should be complete Yearand Semester:

Questions1-5 use the same answer gauge.

Strongly Disagree




Strongly Agree

  1. The faculty was well organized

  1. The information on the faculty was quickly retrieved

  1. The head of faculties showed interest in student questions

  1. The head of faculty made me feel free to express my ideas and ask questions

  1. I believe the faculty has provided me with valuable information at this point

Close Menu