The semester is over, or about over, in colleges and universities across the United States, and in the majority of those universities another set of rituals will be acted out. No… I’m not talking about graduation. I’m talking about the return of “student evaluations” to professors and instructors. The entire idea of student evaluations is a largely American phenomenon that caught hold sometime in the late 1970s, and it is now a monster that not only threatens the very concept of improving education, but it’s also a poster child for the hypocrisy of most college and university administrations.
Now… before we go farther, let me emphasize that I am not opposing the evaluation of faculty in higher education. Far from it. Such evaluation is necessary and a vital part of assuring the quality of faculty and teaching. What I am opposed to is the use of student evaluations in any part of that process.
Take my wife’s music department. In addition to their advanced degrees, the vast majority have professional experience outside academia. My wife has sung professionally on three continents, played lead roles in regional operas, and has directed operas for over twenty years. The other voice professor left a banking career to become a successful tenor in national and regional opera before returning to school and obtaining a doctorate in voice. The orchestra conductor is a violinist who has conducted in both the United States and China. The band director spends his summer working with the Newport Jazz Festival. The piano professor won the noted Tchaikovsky Award and continues to concertize world-wide. The percussion professor performs professionally on the side and has several times been part of a group nominated for a Grammy. This sort of expertise in a music department is not unusual, but typical of many universities, and I could come up with similar kinds of expertise in other university departments as well.
Yet… on student evaluations, the students rate their professors on how effective the professors are at teaching, whether the curricula and content are relevant, whether the amount of work required in the course is excessive, etc. My question/point is simple: Exactly how can 18-24 year-old students have any real idea of any of the above? They have no relevant experience or knowledge, and to obtain it is presumably why they’re in college.
Studies have shown that the closest correlation between high student evaluations is that the professors with the easiest courses and the highest percentage of As get the best evaluations. And, since evaluations have become near-universal, college level grades have experienced massive grade inflation. In short, student evaluations are merely student Happiness Indices – HI!, for short.
So why have the vast majority of colleges and universities come to rely on HI! in evaluating professors for tenure, promotion, and retention? It has little to do with teaching effectiveness or the quality of education provided by a given professor and everything to do with popularity. In the elite schools, student happiness is necessary in order to keep student retention rates up, because that’s one of the key factors used by U.S. News and World Report and other rating groups, and the higher the rating, the more attractive the college or university is to the most talented students, and those students are most likely to be successful and eventually boost alumni contributions and the school’s reputation. For state universities, it’s a more direct numbers game. Drop-outs and transfers represent lost funds and inquiries from state legislatures who provide some of the funding. And departments who are too rigorous in their attempts to maintain or [heaven forbid] upgrade the quality of education often either lose students or fail to grow as fast as other departments, which results in fewer resources for those departments. Just as Amazon’s reader reviews greatly boosted Amazon’s book sales, HI! boost the economics of colleges and universities. Professors who try to uphold or raise standards face an uphill and usually unsuccessful battle – as evidenced by the growing percentage of college graduates who lack basic skills in writing and logical understanding.
Yet, all the while, the administrations talk about the necessity of HI! [sanctimoniously disguised as thoughtful student evaluations] in improving education, when it’s really about economics and their bottom line… and by the way, in virtually every university and college across the country, over the past 20 years, the percentage growth in administration size has dwarfed the growth in full-time, tenure-track, and tenured faculty. But then, why would any administration really want to point out that perceived student happiness trumps academic excellence in every day and in every way or that all those resources are going more and more to administrators, while faculties, especially at state universities, have fewer and fewer professors and more and more adjuncts and teaching assistants?




