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What I value most in online teaching is its inevitable emphasis on the learning process and the needs of the learners. The students are great: they are bright, hardworking, and resourceful. And there is the opportunity to work with Pitt Online’s course designers and instructional technologists, whose ideas and insights have made my courses much better.

When I taught my first graduate online class, I was skeptical about utilizing the discussion board, as I always believed that interaction in a physical classroom was far more instructive. I happily discovered that students felt that it opened a space to share ideas and to experience a large range of topics. Since most LIS graduate students are employed and cannot easily attend on-campus classes, the online program provides students with a flexible and stimulating environment that opens up new ideas and challenges in their field.

Working online has transformed the way I organize and present material to students, making it easier to bring together a nice mix of learning resources through different media. Topic-based discussion forums are a great way to encourage students to engage with professional issues that they will encounter in the field at a much deeper level than we can do in the on-campus classroom.

This program has opened new doors for me in teaching. At first, I was skeptical of online classes, but now I consider them equal or even superior. Online classes offer activities that wouldn’t be possible in the classroom, and bring together students who otherwise wouldn’t interact. They promote independent learning, which is an important skill for students to master for the job market. I encourage students to take online classes because they are a rewarding academic experience.

Students come with a wealth of knowledge and highly relevant personal experiences that enhance the class experience. I enjoy interacting with my students online, reviewing interesting research articles together, and learning from them in our lively discussions. Students are highly motivated and take advantage of opportunities to pursue interests in gerontology. I highly recommend this program for students and working professionals who want to become leaders in the field of aging.

I teach Human Performance: Nutrition & Aging and reach individuals interested in being more realistic and evidence-based in their contacts with older adults. Many of the students are employed in adult-centered programs and facilities, and our interaction means we can personalize the academics to the learner.  Online fits the here and now!

Online classes have provided me the opportunity to develop a variety of teaching strategies that have incorporated different software and social media to enhance the educational process. Teaching students from many different locations has enriched the experience for both myself and my students. They’re interacting and learning about nursing in all parts of the country, and we can build upon this knowledge to promote the nursing profession.

I oversee the Graduate Orientation Module course which is required for all newly admitted graduate students – about 150 students enroll in the course every academic year. Because the module is well designed, very few students face challenges in completing the module. Any question can be resolved quickly and professionally by the Pitt Online staff!

I love learning with my students enrolled through online courses! We learn together as we react to current literature and published evidence, as well as apply our lived experience to clinical and managerial problems in health care. I enjoy challenging the student’s thinking through discussion boards and class assignments.  It is much more fun to be the ‘coach on the side’ than the ‘sage on the stage’!

It has been a great and unique experience teaching online. With the progress of modern technology, I am still constantly amazed that we can now provide opportunities outside of a typical classroom setting to students anywhere in the country. I enjoy teaching online because of its timely communication, immediate feedback on students’ progress, great tools to facilitate teaching, and the unique interaction between instructor and students.

I found it fascinating to meet students from across the country who I felt connected to, either through having lived in their part of the country or belonging to a church denominational group. In just seeing their picture, I could feel their human spirit and learning excitement come through. It has enriched my teaching experience in many ways.

I love the process of planning online courses and trying new instructional moves: weaving in a virtual conference last year, and having students tinker with paper circuitry this year. I was interested to see that some students engaged more deeply in the course content than they would have in similar face-to-face courses, applying their new learning to current teaching situations and making sense of readings through reflective commentary.

I have been teaching online courses since 2010–this has been quite an experience since I had to switch to an online classroom mindset. I have been able to learn new teaching strategies and to keep the pace with advances in information and communication technologies. Students can engage in online deliberations throughout weeks and modules and not to be limited to classroom time. It has also given me the opportunity to provide students with more meaningful feedback on written assignments.

I’ve taught in a traditional classroom for 30 years and had some trepidation about teaching online. But we designed a course with many opportunities for direct interaction. I was extremely impressed with the quality of the students and how the online environment facilitated their interaction with me and with each other. It was a very enjoyable and rewarding experience for all!

Teaching online led me to rethink my entire approach to teaching. Our courses resulted in a surprising degree of community because students interact with one another more than in a face-to-face course. I am looking forward to developing more programs online so that we can continue to provide flexible options for public service-minded individuals seeking to develop better analytical skills and substantive knowledge.

In our online courses,  we communicate with each other regularly and get to know each other quite well. Because the program is for busy professionals with experience,  students are able to apply theory to practice as they work. As a professor, it is inspiring to see such creative innovations unfold during the semester.

The Health Care Compliance Online program provided me with the knowledge to support my recommendations for ‘doing what is right’ within my facility and the confidence to stand firm on these decisions. It has been very beneficial and was exactly what I was hoping to find.

The accelerated format and condensed time frame allowed me to work through material at a manageable pace. With a busy schedule, the online format allowed me to work on the program when I wanted to. If it was at 6 a.m. or 11 p.m., I could access the material whenever I wanted.

I like the flexibility of the Gerontology Certificate program for the convenience of taking classes around my work schedule. I find it very exciting to engage in conversations with so many people of diverse backgrounds and different geographical locations. I look forward to earning the certificate in Gerontology which will benefit me working as a Physical Therapist Assistant in the long-term care setting.

The discussion boards are interactive, and the amount of exchange is far greater than an in-person class. The instructors are very engaged and provide additional resources related to controversial discussions. Whether you intend to use the information in dealing with elderly parents or just for informational purposes, the Gerontology program is completely worthwhile. I would strongly recommend it.

After being out of the workforce for years, classes gave me updated knowledge that used evidence-based research to examine aging. As a former nurse I wanted to work with professors who conducted behavioral and community health research. I felt comfortable merging my practical skills with my newly learned science-based knowledge. I’m also a board member of a non-profit that provides community services to low economic elderly residents, so I like the ability to critically read literature, as well as learning how to find hidden resources.

The Gerontology Certificate program has proven to be a great accent to my busy lifestyle. I work full-time and have pockets of time available to complete assignments when convenient to my schedule. The professors are passionate and available for feedback around the clock. With this certificate, which will accompany the Master of Social Work that I am attaining through Pitt, I plan to counsel caregiver’s working with their elderly family members. The content is current, relevant, and challenging for today’s student.

I found the course work in the certificate program to be extremely relevant. It was through this certificate program that I found a full time job in a research lab that studies how the mind and brain change with age and the factors that promote successful aging. I can honestly say this certificate has changed my life and helped me find a career that I absolutely love!

I began with a personal passion for working with older adults who did not have a strong professional basis, and now I enter the professional world feeling capable and confident due to the knowledge I gained in my classes. My experience enhanced my ability to interact with older adults and their families. The courses provided me with academic knowledge and with real-world skills that I put into practice daily in my social work position at Senior LIFE Ebensburg. The Gerontology program is an excellent foundation for taking the personal and transitioning it seamlessly into the professional.

Faculty always provide feedback that is constructive and clear. You can tell that they’re quite knowledgeable in their subject area, and that’s not the same experience I’ve had with other schools. Pitt’s program is giving me more insight into facilities and systems, which will hopefully prepare me for an executive role one day.

I would absolutely recommend this program to others, especially to those who are working full-time and need the flexibility of an online program. For me as a Nurse executive, the Capstone project – in lieu of a research project – directly impacts clinicians I work with on a daily basis, as well as patient outcomes and patient care. I am excited about that possibility!

One of the assets of the DNP program is the tremendous array of professionals in the Nursing world that I’m meeting. I am really enjoying the discussion boards; and I’m not only learning from the faculty and from the curriculum, but I’m learning from my fellow nurses. This is of tremendous value for students when they are preparing for an advanced role.

The classes are designed to promote an online community. There’s a lot of collaboration and camaraderie among the students, even though we don’t actually share physical borders. The courses are designed in modules so that you’re part of the class but you can learn at your own pace, and they’re designed to fit in with the busy lifestyle of someone who is working full-time or raising a family.

I didn’t want one of the run-of-the-mill Nursing degrees. I knew that the University of Pittsburgh was highly respected and ranked, and I felt that the Pitt Online program wouldn’t deviate from the institution’s standards. I knew it would be respected when it was on my resume.

I was looking for a master’s program that fit into my busy schedule, so working full time and sitting in a class in the evenings wasn’t going to work for me. I wanted a reputable program and found Pitt Online to be exactly what I was looking for! I’m able to complete classwork when it’s convenient for me. The instructors are supportive and encouraging, always giving positive feedback that helps me grow as an educator. I couldn’t be happier!

I wanted to earn my masters degree from a school that is recognized as a leader in education. I feel like being able to engage online is better than in person because when you’re in class, you’re just there physically – but in an online class, everyone ‘goes to class’ when they are mentally available. I’m confident that what I am learning is making me a better teacher, and I can use what I’m learning right away in my classroom. I wanted to attend Pitt but I couldn’t work full-time and go to school full-time; but taking classes online has allowed me to get the best of both worlds!

I usually had a group that I would start discussions with, and I looked at it as a valuable tool to tell others of things I’ve encountered that have worked or not worked, and visa versa. I felt I had a genuine connection about day-to-day experiences in my student teaching. I learned so much from those two classmates without ever meeting them in person.

This has been a great experience. The instructors are particularly knowledgeable and helpful in delivery and support of the class information and they are readily available for questions and feedback. The staff has been friendly, encouraging and expedient in their responses whenever I had any questions, concerns or needs.

The MPPM program is perfect for someone with a busy lifestyle whose schedule does not fit the standard classroom arrangement. This program allows you to work full-time and still have family time, while you obtain your master’s degree. Professors are engaged weekly and there is a lot of interaction with students via discussion board. Coursework is challenging and very relevant to today’s business, non-profit or government sector work.

With being a dad, being a husband, having a professional career – going the online route was the way to go. It gives you the freedom to get the work done around all those things that already exist. The online program has a community feel to it, and that was not something that I was expecting. I would strongly encourage a friend to a consider the MPPM program. Pitt is doing it the right way!

I teach a class on research methods and one of the topics we cover is the statistical significance of surveys based on sample size. One term, I only received five responses through OMET’s Midterm Course Survey, from a total of 25 students. I took this opportunity to point out that – to make informed decisions about improvements to our classroom dynamics – it would be helpful for me to collect more information from them. To simplify the process, I shared the survey report produced by OMET and asked my students to “upvote” one of the suggestions/comments shared by their peers. We did this “old school,” by using index cards in which they were expected to anonymously select the statement with which they most agreed. I collected these cards and grouped all feedback into broad, intersecting categories that fell along the spectrum of things I could change, and those I couldn’t, as well as things that I could do and things they could do. During the next class, I presented a summary table of broad themes that we briefly discussed and reassured them that I value their thoughts and input. I find that end-of-term survey results no longer refer to issues that students now understand as falling beyond my control or to issues that were brought up and addressed earlier in the term. This way, I can more reliably use end-of-term surveys as improvement-oriented tools for upcoming terms.

I think having one module to go through per week was very nice because it didn’t make taking class be too much. Another great thing was bringing in different professors to teach each subject, not only because it gave us expert information, but because it also gave us the chance to hear from multiple sources.

I like that this course focuses on Black history in America. I learned things that I had never heard of before, and I think providing this course is a valuable step in fighting racism against Black people.

Very insightful, intellectual, and useful resources, readings, lectures, and materials from many different sources and speakers. The course allowed me to explore the various aspects and ideas about Anti-Black Racism that I may not have previously considered and to gain a better perspective and understanding of systemic and societal issues, narratives, and history that I may not have been aware of.

It filled a lot of gaps that the K-12 Public Education system fails to meet and did so in a way that was informative and not [alienating]. I really appreciate the aim to educate instead of chastising those who may not have grown up in an environment that would allow them the insight provided by the course.

I wanted to know what they found helped them to learn the best, this way I could make change. But, I wish I could have sorted these results into two groups: “I am passing this class” and “I am failing this class.” The information was helpful, but I still didn’t know what things were working for which student. On some previous research of mine, I found that the self-reported grade was the most indicative of future success. If I could sort comments, I could better see what is working for whom.

Midterm surveys are very useful in gauging where the engineering students stand and make appropriate adjustments, if at all possible.

They provide a barometer to help you gauge how the semester is progressing.

Help identify early problems.

Students appreciate knowing that you are listening to them. And it helps to reveal misconceptions that you have as an instructor. You may think that you are reaching everyone, but the surveys will show whether the students believe that or not.

The OMET process made it easier to read open responses to questions, giving me a better sense of how the students view the course.

Completing midterm evaluations through the university system may prepare students for the final OMET evaluations, especially the freshmen students.

Midterm surveys provide an opportunity for students and instructors to discuss how the course is progressing. This may lead to adjustments that make the course more effective.

Midterm surveys offered me a good way to get feedback on a particular way I was teaching. I wanted to see if it was worth the time I was expending to continue to create handouts for the students to download and print on their own. 100% of those who responded indicated that they appreciated the handouts, even though they have to print them themselves. This was useful to know.

I appreciated learning about teaching strategies that were effective for students and opportunities to enhance their understanding –– especially about the expectations for assignments.

Midterm surveys allow instructors to adjust their teaching style best serve the current students, as opposed to get the end–of–term feedback after the term is over.

It was nice to be able to adjust things for the current students rather than a future group that might not feel the same way about how the course is going.

This was an easy way to check–in with the students and get feedback on how the class is going so far.

It gives me a lot of in depth information about my students’ self–perception in this class and helps me reconsider the remainder of the semester.

The Midterm survey helped me get a sense of what works and what doesn’t. I have a chance to make changes. It also gave me a chance to learn their concerns and what makes them anxious and how I might be able to overcome those anxieties.

The Health Care Compliance Online program provided me with the knowledge to support my recommendations for ‘doing what is right’ within my facility and the confidence to stand firm on these decisions. It has been very beneficial and was exactly what I was hoping to find.

The accelerated format and condensed time frame allowed me to work through material at a manageable pace. With a busy schedule, the online format allowed me to work on the program when I wanted to. If it was at 6 a.m. or 11 p.m., I could access the material whenever I wanted.

What I value most in online teaching is its inevitable emphasis on the learning process and the needs of the learners. The students are great: they are bright, hardworking, and resourceful. And there is the opportunity to work with Pitt Online’s course designers and instructional technologists, whose ideas and insights have made my courses much better.

When I taught my first graduate online class, I was skeptical about utilizing the discussion board, as I always believed that interaction in a physical classroom was far more instructive. I happily discovered that students felt that it opened a space to share ideas and to experience a large range of topics. Since most LIS graduate students are employed and cannot easily attend on-campus classes, the online program provides students with a flexible and stimulating environment that opens up new ideas and challenges in their field.

Working online has transformed the way I organize and present material to students, making it easier to bring together a nice mix of learning resources through different media. Topic-based discussion forums are a great way to encourage students to engage with professional issues that they will encounter in the field at a much deeper level than we can do in the on-campus classroom.

This program has opened new doors for me in teaching. At first, I was skeptical of online classes, but now I consider them equal or even superior. Online classes offer activities that wouldn’t be possible in the classroom, and bring together students who otherwise wouldn’t interact. They promote independent learning, which is an important skill for students to master for the job market. I encourage students to take online classes because they are a rewarding academic experience.

Students come with a wealth of knowledge and highly relevant personal experiences that enhance the class experience. I enjoy interacting with my students online, reviewing interesting research articles together, and learning from them in our lively discussions. Students are highly motivated and take advantage of opportunities to pursue interests in gerontology. I highly recommend this program for students and working professionals who want to become leaders in the field of aging.

I teach Human Performance: Nutrition & Aging and reach individuals interested in being more realistic and evidence-based in their contacts with older adults. Many of the students are employed in adult-centered programs and facilities, and our interaction means we can personalize the academics to the learner.  Online fits the here and now!

I like the flexibility of the Gerontology Certificate program for the convenience of taking classes around my work schedule. I find it very exciting to engage in conversations with so many people of diverse backgrounds and different geographical locations. I look forward to earning the certificate in Gerontology which will benefit me working as a Physical Therapist Assistant in the long-term care setting.

The discussion boards are interactive, and the amount of exchange is far greater than an in-person class. The instructors are very engaged and provide additional resources related to controversial discussions. Whether you intend to use the information in dealing with elderly parents or just for informational purposes, the Gerontology program is completely worthwhile. I would strongly recommend it.

After being out of the workforce for years, classes gave me updated knowledge that used evidence-based research to examine aging. As a former nurse I wanted to work with professors who conducted behavioral and community health research. I felt comfortable merging my practical skills with my newly learned science-based knowledge. I’m also a board member of a non-profit that provides community services to low economic elderly residents, so I like the ability to critically read literature, as well as learning how to find hidden resources.

The Gerontology Certificate program has proven to be a great accent to my busy lifestyle. I work full-time and have pockets of time available to complete assignments when convenient to my schedule. The professors are passionate and available for feedback around the clock. With this certificate, which will accompany the Master of Social Work that I am attaining through Pitt, I plan to counsel caregiver’s working with their elderly family members. The content is current, relevant, and challenging for today’s student.

I found the course work in the certificate program to be extremely relevant. It was through this certificate program that I found a full time job in a research lab that studies how the mind and brain change with age and the factors that promote successful aging. I can honestly say this certificate has changed my life and helped me find a career that I absolutely love!

I began with a personal passion for working with older adults who did not have a strong professional basis, and now I enter the professional world feeling capable and confident due to the knowledge I gained in my classes. My experience enhanced my ability to interact with older adults and their families. The courses provided me with academic knowledge and with real-world skills that I put into practice daily in my social work position at Senior LIFE Ebensburg. The Gerontology program is an excellent foundation for taking the personal and transitioning it seamlessly into the professional.

Online classes have provided me the opportunity to develop a variety of teaching strategies that have incorporated different software and social media to enhance the educational process. Teaching students from many different locations has enriched the experience for both myself and my students. They’re interacting and learning about nursing in all parts of the country, and we can build upon this knowledge to promote the nursing profession.

I oversee the Graduate Orientation Module course which is required for all newly admitted graduate students – about 150 students enroll in the course every academic year. Because the module is well designed, very few students face challenges in completing the module. Any question can be resolved quickly and professionally by the Pitt Online staff!

I love learning with my students enrolled through online courses! We learn together as we react to current literature and published evidence, as well as apply our lived experience to clinical and managerial problems in health care. I enjoy challenging the student’s thinking through discussion boards and class assignments.  It is much more fun to be the ‘coach on the side’ than the ‘sage on the stage’!

It has been a great and unique experience teaching online. With the progress of modern technology, I am still constantly amazed that we can now provide opportunities outside of a typical classroom setting to students anywhere in the country. I enjoy teaching online because of its timely communication, immediate feedback on students’ progress, great tools to facilitate teaching, and the unique interaction between instructor and students.

I found it fascinating to meet students from across the country who I felt connected to, either through having lived in their part of the country or belonging to a church denominational group. In just seeing their picture, I could feel their human spirit and learning excitement come through. It has enriched my teaching experience in many ways.

Faculty always provide feedback that is constructive and clear. You can tell that they’re quite knowledgeable in their subject area, and that’s not the same experience I’ve had with other schools. Pitt’s program is giving me more insight into facilities and systems, which will hopefully prepare me for an executive role one day.

I would absolutely recommend this program to others, especially to those who are working full-time and need the flexibility of an online program. For me as a Nurse executive, the Capstone project – in lieu of a research project – directly impacts clinicians I work with on a daily basis, as well as patient outcomes and patient care. I am excited about that possibility!

One of the assets of the DNP program is the tremendous array of professionals in the Nursing world that I’m meeting. I am really enjoying the discussion boards; and I’m not only learning from the faculty and from the curriculum, but I’m learning from my fellow nurses. This is of tremendous value for students when they are preparing for an advanced role.

The classes are designed to promote an online community. There’s a lot of collaboration and camaraderie among the students, even though we don’t actually share physical borders. The courses are designed in modules so that you’re part of the class but you can learn at your own pace, and they’re designed to fit in with the busy lifestyle of someone who is working full-time or raising a family.

I didn’t want one of the run-of-the-mill Nursing degrees. I knew that the University of Pittsburgh was highly respected and ranked, and I felt that the Pitt Online program wouldn’t deviate from the institution’s standards. I knew it would be respected when it was on my resume.

I love the process of planning online courses and trying new instructional moves: weaving in a virtual conference last year, and having students tinker with paper circuitry this year. I was interested to see that some students engaged more deeply in the course content than they would have in similar face-to-face courses, applying their new learning to current teaching situations and making sense of readings through reflective commentary.

I have been teaching online courses since 2010–this has been quite an experience since I had to switch to an online classroom mindset. I have been able to learn new teaching strategies and to keep the pace with advances in information and communication technologies. Students can engage in online deliberations throughout weeks and modules and not to be limited to classroom time. It has also given me the opportunity to provide students with more meaningful feedback on written assignments.

I was looking for a master’s program that fit into my busy schedule, so working full time and sitting in a class in the evenings wasn’t going to work for me. I wanted a reputable program and found Pitt Online to be exactly what I was looking for! I’m able to complete classwork when it’s convenient for me. The instructors are supportive and encouraging, always giving positive feedback that helps me grow as an educator. I couldn’t be happier!

I wanted to earn my masters degree from a school that is recognized as a leader in education. I feel like being able to engage online is better than in person because when you’re in class, you’re just there physically – but in an online class, everyone ‘goes to class’ when they are mentally available. I’m confident that what I am learning is making me a better teacher, and I can use what I’m learning right away in my classroom. I wanted to attend Pitt but I couldn’t work full-time and go to school full-time; but taking classes online has allowed me to get the best of both worlds!

I usually had a group that I would start discussions with, and I looked at it as a valuable tool to tell others of things I’ve encountered that have worked or not worked, and visa versa. I felt I had a genuine connection about day-to-day experiences in my student teaching. I learned so much from those two classmates without ever meeting them in person.

This has been a great experience. The instructors are particularly knowledgeable and helpful in delivery and support of the class information and they are readily available for questions and feedback. The staff has been friendly, encouraging and expedient in their responses whenever I had any questions, concerns or needs.

I have utilized feedback from the OMETs to enhance my teaching, and to support the ongoing reviews of our curriculum. With strong response rates we’ve been able to also help our faculty (myself included) identify opportunities for growth through the many great resources, including trainings with the Center for Teaching and Learning. Sharing with our students how their participation in these surveys supports our overall program has a positive effect on their participation.

I was teaching 1st-year students and I spend 5 minutes of class time (with accompanying slides) explaining why I cared about their opinions. Then I gave them the last 10 minutes of class to do their evaluations.

I always discuss with my students the rationale behind the OMET survey and its importance to instructors, particularly instructors like myself that are fully dedicated to teaching and engineering education. I also read and take student comments seriously in order to make appropriate improvements to the course for subsequent semesters. I clearly state this in class so that students are aware that their input is valued. As for the high response rate, I have been fortunate to have most of my classes taught in computer labs that has permitted me to plan the completion of the OMET survey during class time. I normally give students 15 minutes to complete the process at the beginning of a designated lecture.

For my OMET data collection I explain to my students how important their feedback is to me, and allow them ten minutes of instruction time to fill out the OMET. To further encourage participation I remind the students that they will continue to receive e-mail reminders until they submit an OMET, so they might as well get it out of the way now. During this 10-minute window I leave the room, so students don’t feel awkward evaluating me while I’m standing right in front of them. Before leaving I have also made a pitch to my students to consider serving as UTAs for the next semester. My current UTAs are on hand to answer any of my students questions about being a TA, and give their opinions freely about teaching while I’m out of the room. The UTAs are also experienced in submitting their own OMETS and can help the students with any technical issues. I then return, and thank my students for participating, and reiterate the importance of their feedback”

I’ve taught in a traditional classroom for 30 years and had some trepidation about teaching online. But we designed a course with many opportunities for direct interaction. I was extremely impressed with the quality of the students and how the online environment facilitated their interaction with me and with each other. It was a very enjoyable and rewarding experience for all!

Teaching online led me to rethink my entire approach to teaching. Our courses resulted in a surprising degree of community because students interact with one another more than in a face-to-face course. I am looking forward to developing more programs online so that we can continue to provide flexible options for public service-minded individuals seeking to develop better analytical skills and substantive knowledge.

In our online courses,  we communicate with each other regularly and get to know each other quite well. Because the program is for busy professionals with experience,  students are able to apply theory to practice as they work. As a professor, it is inspiring to see such creative innovations unfold during the semester.

The MPPM program is perfect for someone with a busy lifestyle whose schedule does not fit the standard classroom arrangement. This program allows you to work full-time and still have family time, while you obtain your master’s degree. Professors are engaged weekly and there is a lot of interaction with students via discussion board. Coursework is challenging and very relevant to today’s business, non-profit or government sector work.

With being a dad, being a husband, having a professional career – going the online route was the way to go. It gives you the freedom to get the work done around all those things that already exist. The online program has a community feel to it, and that was not something that I was expecting. I would strongly encourage a friend to a consider the MPPM program. Pitt is doing it the right way!

I try to encourage my students to participate in the evaluation process. We tend to do a lot of evaluation in my discipline. The students are used to doing self-evaluations, reflective journaling, and regular, scheduled evaluations of student performance with faculty. It helps to remind them that just like faculty feedback contributes to their growth as a student with evaluations designed to shape their professional development, their evaluation of me serves the same purpose. I think that the anonymous nature of the evaluation process and fact that we do not receive the comments until the next term takes the pressure off the student and really allows them an opportunity to be honest.

Getting feedback from my students really does help shape how I conduct my classes. While a random comment is not likely to create change, hearing similar feedback from multiple students has impact. Hearing about learning activities that made a positive difference in the understanding of content or gaining some insight about what didn’t work well doesn’t always come out during the class session. More often than not, student evaluations help to reinforce that I am on the right track.

The steps that I took throughout the semester in hopes of ensuring a high response rate can be broken down into two main steps:

  • Letting students know their feedback is valuable
    • On the first day of class, I assured my students that I appreciate their feedback and want to learn from them as well.
    • On syllabus day, I point out some of the changes that had been made to my syllabus as a direct result of previous feedback on course evaluations.
    • Half way through the semester, I had students fill out a very brief and anonymous mid-course evaluation that simply asked them what aspects of my teaching worked well and what aspects of my teaching could be improved.
  • Repeated encouragement to take the OMET survey.
    • Throughout the semester, I reminded students of the OMET survey.
    • When the survey was officially opened, I emailed students and encouraged them to now take the survey.
    • I then provided time (about 10-15 minutes) at the beginning of class for students to fill out the survey (I encouraged them to bring a laptop or electronic device in advance so they could do it).
    • I continued to encourage any students who had yet to take the survey to take it before the survey closed and reminded them of the deadline.

I do not give them time during class to dill it out or anything like that. My main method is that I make sure to remind them at least 3 times to perform the evaluation, at least 2 times in class and at least 1 time through email. Then, I spend a very short time in class emphasizing the importance of the OMET. I tell them that it does, in fact, factor into our evaluations as professors (promotion and things like that), and I tell them what would be the most valuable input to me. In particular, I tell them that I would really like feedback on the parts of the course that they felt they learned well, rather than telling me what parts of the course they think are useful or not.

I take my OMETs seriously and use them to fine tune my teaching every semester – especially the written comments. I decided to treat OMETs exactly as I had in the past: I set aside a time at the beginning of a class that I know most students will attend (exam review or final presentations). I leave the room and give the students 15 minutes to work on their OMETs on their laptops of phones, and if they don’t have those, I send them to a computer lab.

For my large class, probably the biggest way to ensure that they complete the evaluations was the two-part process of instructing them to bring a computer to class on the day of evaluations (although I didn’t say in advance what the purpose of bringing it was) and allowing class time for the evaluations to be completed.

For my small group, I reserved a computer lab.

Before both classes completed the evaluations, I reminded them that this process was helpful for me as a professor and that the following semester I would read the anonymous evaluations carefully and adapt my teaching style, course readings, assignments, etc. based on constructive feedback that they provided.

I send 1-2 follow-up emails through the learning management system reminding those who had been absent on the day of evaluations that they still had time to do them at their convenience and that they would be read carefully next semester.

Overall, I would say the combination of explaining to students why evaluations are important, making sure they have the means to do the evaluations (in a computer lab, or by bringing their own computers or simply using their cell phones), and allowing class time for their completion helped my students to participate.

I did two things. 1. Send an email a.) reminding them about the survey deadline, b.) emphasizing the importance of their comments and how I can use their comments to be a better teacher in the future. 2. On the last day of the class, I stepped out of the class for 15 minutes (at the beginning of the class) and asked them to do the survey if they have not done so by that time.

The day that the evaluations are released, I inform students that they are available for them to complete. I indicate that I take the evaluations seriously, that I have adjusted the course on the basis of suggestions I received in the evaluations, offering specific examples, and that I will offer donuts on the last day of class to whoever fills out an evaluation. I then show them specifically where to find them on the learning management system using the classroom’s computer and internet connections. This takes about 3-4 minutes of class time. I repeat that reminder twice over the course of the final weeks of the semester, each time taking no more than 90 seconds. On the final day of class, I bring in donuts and offer them to anyone who has filled out a course evaluation. Anyone who has not, may fill out the evaluation then and there, and I give them ten minutes to do so, after which they can have a donut. Obviously, it is an honor system. The methods seem to have worked reasonably well in ensuring broad class participation.

The very best way to raise response rates is to set aside time in class and leave the room. Like all humans – students get way too many emails and time is at a priority. So, if we focus them and show it’s important to us by taking time out of our class rather than out of the many other things on students’ plates, I think that gives a clear message. Unfortunately, I teach several classes where students are rarely all together. For those I work closely with OMET to tweak the response period to fit when I can get them together. I let students know that I don’t see results until after final grades are worked out, the responses are anonymous both in terms of what a particular student has said, and whether or not they’ve even filled it in. I also send reminder emails, acknowledge that this input helps students in the future, and thank them for their time.

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