What's the Issue? Exploring HBCU Students' Attitudes and Perceptions Toward Course Evaluations

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Bias, Trust, and Impact: Rethinking Course Evaluations for Equitable Faculty and Student Experience (Table 7)

Abstract

Course evaluations are assessment tools used to gather honest feedback from students about their learning experiences. According to Nevo et al. (2009), course evaluations have three purposes: to provide feedback for improvement, encourage quality assurance, and hold institutions and faculty members accountable. Despite being provided this opportunity to reflect on their classroom experiences, alarming numbers of HBCU students are opting-out of these formal evaluations. To better understand the reasoning behind this downward trend, we conducted a case study at Howard University to explore the attitudes and perceptions of HBCU students and course evaluations. Initial findings reveal perplexed feelings from students, including a lack of trust in the college but also a cultural need to protect their faculty and HBCU community.

Author

• Alexus SA Laster, Howard University