Evaluating systematic bias in faculty course evaluations: Results from an extensive university-wide evaluation

• In Event: The Scholarship of Teaching Evaluation

Abstract

This study examines systematic bias in faculty course evaluations (FCQs) using data from over 29,000 courses and nearly 4,000 instructors at a large public university. Analyzing five years of FCQs across multiple instructor and course variables, we found consistent rating disparities by faculty race, status, gender, years of service, as well as course format and discipline. BIPOC faculty, part-time instructors, first-year faculty, and those teaching STEM or large-enrollment courses received lower ratings, independent of teaching effectiveness. A QuantCrit framework informed the interpretation, identifying patterns reflecting both equity and measurement biases, and raising serious concerns about the use of FCQs in personnel decisions. Findings underscore the urgent need for higher education institutions to reform teaching evaluation systems.

Authors

• Courtney Donovan, University of Colorado - Denver

• Dennis DeBay, University of Colorado - Denver

• Abbey Eversole, University of Colorado - Denver

• Chelsea Sobczak, University of Colorado - Denver

• Cristina Gillanders, University of Colorado - Denver

• Jennifer Camacho Taylor, University of Colorado - Denver

• Maren Scull, University of Colorado - Denver