[et_pb_section fb_built=”1″ fullwidth=”on” _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_fullwidth_image src=”https:\/\/www.qc.cuny.edu\/oie\/wp-content\/uploads\/sites\/39\/2024\/10\/Chart3-e1729469368612.png” alt=”A colorful round data visualization” title_text=”A colorful round data visualization” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_fullwidth_image][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.27.0″ custom_padding=”45px||45px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.0″ custom_padding=”||10px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
Starting Fall 2025, Queens College is using an updated course evaluation questionnaire. The new set includes 13 items. Writing Intensive (W) courses will include an additional 3 items. Also, instructors may choose to add up to 3 more items, which will appear at the end of the core question set. You can learn more about these items and the new course evaluations process below.<\/p>\n
Note:<\/strong> The QC CoursEval system<\/a> requires your QC CAMS login credentials<\/a>. New Faculty must activate their CUNYfirst and QC CAMS accounts by Week 10 to be included in the course evaluation process for the term.\u00a0<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.27.0″ _module_preset=”default” background_color=”#efefef” use_background_color_gradient=”on” background_color_gradient_stops=”#efefef 0%|#ffffff 100%” background_color_gradient_start=”#efefef” background_color_gradient_end=”#ffffff” custom_padding=”10px||||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.0″ _module_preset=”default” custom_padding=”20px||||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion open_toggle_text_color=”#404040″ open_toggle_background_color=”#ffffff” closed_toggle_text_color=”#404040″ closed_toggle_background_color=”#ffffff” icon_color=”#e71939″ _builder_version=”4.27.4″ _module_preset=”default” toggle_text_color=”#404040″ toggle_font=”Open Sans|700|||||||” closed_toggle_font=”|700|||||||” body_font=”Open Sans||||||||” body_text_color=”#000000″ width=”90%” module_alignment=”center” hover_enabled=”0″ border_color_all=”#A9A9A9″ box_shadow_style=”preset3″ box_shadow_vertical=”1px” box_shadow_blur=”6px” box_shadow_spread=”1px” box_shadow_color=”#C0C0C0″ global_colors_info=”{}” sticky_enabled=”0″][et_pb_accordion_item title=”About the New Course Evaluation Questionnaire” open=”on” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” closed_toggle_font=”|700|||||||”]<\/p>\n In AY2024-2025, the QC Working Group on Course Evaluations (a faculty committee with student members led by the OIE and CETLL) re-designed the course evaluations instrument to incorporate valid measures of student experiences and address common issues with student evaluations of teaching effectiveness.<\/p>\n The revised 2025 Course Evaluation Instrument<\/a><\/strong>, along with our suggestions for a new process, including an optional add-on question bank <\/a>for instructors, were reviewed by the Academic Senate and the motion was passed in April 2025<\/a>. The justification to revise student course evaluations may be found in Appendix 6 of the CEET Motion to Revise QC Course Evaluations<\/a>. Other resources below:<\/p>\n <\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”How to Add Items from the Question Bank” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Before course evaluations open, instructors have the option to “personalize” their evaluations by adding up to three (3) additional questions<\/a> from the QC CoursEval Add-on Question Bank<\/a> to each individual course they teach.\u00a0<\/p>\n Each term, instructors are prompted to review the question bank two weeks before the question selection period begins, during the course correction period. The question selection period opens the week before course evaluations open, after all course corrections are made. See the CoursEval timeline here.<\/a> Add-on items must be selected each term (i.e., selections do not carry over into subsequent terms). Please review the question bank and how-to guidance below:<\/p>\n <\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”How to Increase Response Rates” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Higher responses rates lead to more reliable information.<\/p>\n Instructors may consider the following options to improve response rates:<\/p>\n <\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”How to Access your CoursEval Reports” _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” open=”off” sticky_enabled=”0″]<\/p>\n Course evaluations close by the end of the term and results are not released until after all grades are posted (typically early June for spring terms, and early January for fall terms). This ensures that students may leave honest feedback without fear of penalty.<\/p>\n Upon release, instructors receive an email notification that their reports are ready. These reports allow instructors to see response rates for each course and individual course results, including quantitative summary data (counts and average ratings for each survey item) and students\u2019 unedited comments. Likewise, department chairs and deans will be able to access reports for their faculty. Note that department chairs and deans have access to quantitative data only (but not to comments) for all courses in their departments.<\/p>\n To access your CoursEval Reports as an instructor:<\/strong><\/span><\/p>\n <\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n To access CoursEval Reports as a department administrator (chair or dean):<\/strong><\/span><\/p>\n See our Guide to Generating Survey Intelligence Reports here.<\/strong><\/a><\/p>\n See our Guide to Generating Survey Intelligence Reports here<\/a>, or see this video on Survey Intelligence Reports<\/a>.<\/p>\n <\/p>\n CoursEval Data on Tableau Public:<\/strong><\/span><\/p>\n Additionally, course evaluation data<\/a> and institutional averages<\/a> from 2010 on are available via Tableau. These dashboards include filters for term, department, instructor, and course, allowing for comparative and trend analysis of course evaluation scores.<\/p>\n Summary data from 2001 to 2010 are available to view at\u00a0https:\/\/apps.qc.cuny.edu\/courses\/<\/a>.<\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”How to Interpret Student Feedback” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Before you look at your student course evaluation scores and comments, it can be helpful to reflect<\/strong> on your own experience in teaching the course. What went well? What are some areas for growth, development, or change?<\/p>\n Keep the following in mind when interpreting your course evaluations report:<\/p>\n <\/p>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”How to Incorporate Feedback into Teaching” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n Remember, teaching as an ongoing process of inquiry, experimentation, and innovation. After reflecting on the semester, consider how student work and student course evaluations might point to areas in course design or pedagogy that could benefit from further development.<\/p>\n 1. Take some time to process<\/strong> your course evaluation feedback with a view to understanding your students\u2019 perceptions and experiences in your class.<\/p>\n<\/div>\n 2. Look for patterns and trends<\/strong> in the quantitative data, and then look for themes in the comments. The CoursEval questionnaire is designed to help you evaluate course structure, student opportunities for engagement, student support, and course rigor. It also provides open-ended feedback on what worked well for students and what areas students recommend for improvement. It can be helpful to reference the CoursEval instrument <\/a>as you review your course evaluation reports.<\/p>\n 3. Consider the following questions:<\/strong><\/p>\n NOTE:<\/strong> If feedback points to mismatches in course alignment, consider:<\/p>\n 4.<\/strong>\u00a0 Develop a plan to assess<\/strong> the impact of any changes informed by student feedback. You may want to track the ratings or comments to certain items on your course evaluation reports, or track grade averages on certain course assignments. You can also add course-specific items from the Add-on Question Bank<\/a> and track their ratings over time. Remember, you have the option of keeping the results of course-specific items private.<\/p>\n 5.<\/strong>\u00a0 Consider participating in CETLL Workshops<\/strong>, or reach out to CETLL<\/a> for one-on-one assistance. Subscribe to the CETLL email list Socrates<\/a>, to receive announcements about upcoming events, workshops, and other offerings.<\/p>\n<\/div>\n [\/et_pb_accordion_item][et_pb_accordion_item title=”Questions and Support” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}” open=”off”]<\/p>\n <\/p>\n [\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.0″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Faculty Resources for Course Evaluations Starting Fall 2025, Queens College is using an updated course evaluation questionnaire. The new set includes 13 items. Writing Intensive (W) courses will include an additional 3 items. Also, instructors may choose to add up to 3 more items, which will appear at the end of the core question set. 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2. Somewhat Disagree
3. Neither
4. Somewhat Agree
5. Strongly Agree
DK\/N\/A \u2013 Cannot Rate [Not included in mean calculations]
In general, high scores (4+) can be interpreted as a student consensus indicating a strength. On the other hand, low scores (2-) should be considered as an area that requires immediate developmental focus according to student feedback.<\/li>\n<\/ul>\n<\/li>\n\n
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