In an effort to improve classes, two Miami University professors are initiating a student consultant program so faculty can obtain more feedback on their courses and the effectiveness of their teaching methods. The editorial board of The Miami Student supports the goals of the program and the idea of student consultants, but feels that other, easier efforts to draw feedback deserve consideration as well.
Bringing in students outside the major to sit in on classes could provide valid feedback to professors. Because these students would not be receiving a grade for the class, their feedback would be unbiased. While the program provides for the students to be in the class from one day up to a few weeks, we encourage faculty to lean toward the latter. It would be difficult for a student to evaluate a professor based on only one day of experience. Attending the class for a few weeks, however, would give the consultants a fuller picture of the professor's methods and thus facilitate more accurate and helpful feedback.
While using students from outside the major would help to evaluate whether professors are successful in explaining difficult material, we feel faculty could also benefit from bringing in students within their department because these students would be familiar with other courses from the major. Such a familiarity would permit students to evaluate professors by comparing them to others within the department. Also, it would allow for the identification of repetition between courses. Another source of student consultants we recommend is those who work desk jobs within the respective professor's department. Because those who have positions within a department are already familiar with the department, the task could be added to the job description as long as classroom observation would not leave a desk or phone completely unstaffed. Still, whatever the source of the consultants, the training in observation and commenting they receive must be sufficient.
While compensation is critical to maintain the enthusiasm and dedication among the student consultants that will generate valuable feedback rather than useless comments, we do not feel that it is necessary to burden the student body as a whole in finding the funding for compensation. The title itself could be used on a resume. Still, there are other cheaper ways for faculty to get feedback. First, online surveys, which are free, could be utilized. Even though surveys at the end of the semester are routine, such a method of classroom evaluation could easily be expanded. Like this student consultant program, the feedback could be accessible only by the professor, not the administration. Also, the survey responses would be anonymous, allowing for honest answers. By implementing them at intervals throughout the semester, faculty could constantly improve the course throughout the semester, rather than improving it for the next semester it is taught. Surveys should be used every couple of weeks. Using them every week likely could jade students and result in one-word, worthless responses. Still, the problem currently is too few opportunities to comment on faculty effectiveness, not too many. The editorial board applauds the effort to evaluate professors in the classroom. The program is an inventive way to do so, but simply increasing the frequency of surveys should also be considered to coincide with the consultation program.
