蜜柚视频

1. Purpose

This Standard Operating Procedure (SOP) establishes the required procedures for the administration, interpretation, and use of Student Evaluations of Teaching (SET) at 蜜柚视频. It ensures compliance with Ohio Revised Code 搂搂3345.451鈥�3345.452 by requiring SET for all undergraduate and graduate credit-bearing courses taught by 蜜柚视频 employees, mandating inclusion of the three ODHE state-required items.

2. Definitions

1. Academic Freedom. The right of faculty to determine the content of their teaching, research, and creative activity within their disciplinary expertise. Academic freedom protects the ability of faculty to pursue and share knowledge without undue restriction, while carrying the responsibility to uphold professional standards, institutional policies, and respect for diverse viewpoints.
2. Contextualization. The interpretation of SET data within the context of the teaching and learning environment, such as course size, modality (in-person, hybrid, or online), discipline norms, enrollment, and other contextual factors, that may influence student perceptions and outcomes.
3. Evaluators.  An individual or group of individuals who assess teaching effectiveness and quality using evaluation materials such as the SET data. Evaluators may include but are not limited to department chairs / school directors, program directors, or other designated person(s) responsible for reviewing evidence of instructional quality and performance.
4. Evidence. The provided documentation used to demonstrate teaching effectiveness. Evidence may include quantitative measures (e.g., SET data), qualitative measures (e.g., student comments, peer reviews, supervisor/leader reviews), and artifacts of teaching (e.g., syllabi, assignments, assessments).
5. Faculty. For the purposes of SET, faculty refers to part-time and full-time 蜜柚视频 employees, including faculty (all classifications), staff, administrators, or graduate student instructors, who have primary instructional responsibilities for the course, such as assigning student letter grades.
6. Intellectual Diversity. As defined in University Policy 18.010, intellectual diversity means multiple, divergent, and varied perspectives on an extensive range of public policy issues.
7. Instructor of Record. The person(s) designated as the instructor in the course information of 蜜柚视频鈥檚 Course Offerings. Typically, the instructor is the same as the faculty member teaching the course.
8. Performance Metrics. Indicators used to evaluate teaching effectiveness. Metrics must be standardized, objective, measurable, and aligned with disciplinary context.
9. Professional Ethics. The expectation that faculty adhere to ethical standards of their discipline, 蜜柚视频 policies, and broader professional obligations. Professional ethics include integrity in teaching, respect for student voice, and adherence to laws, regulations, and institutional requirements.
10. Professional Judgment. The reasoned and informed interpretation of SET data and other teaching evidence by experienced peers or administrators, guided by established standards and disciplinary norms.
11. Sources of Information. The categories of data used to assess teaching performance, including student perspectives (e.g., SET, student work, outcomes), peer perspectives (e.g., observations, reviews of course materials), and faculty self-perspectives (e.g., self-assessments, reflections, description of pedagogical innovation).
12. State-Mandated Questions. As required by the Ohio Department of Higher Education (ODHE) under Ohio Revised Code 搂搂3345.451鈥�3345.452, SETs must include the following three items:
    1. Does the faculty member create a classroom atmosphere free of political, racial, gender, and religious bias? (Yes/No)
    2. Are students encouraged to discuss varying opinions and viewpoints in class? (Yes/No/Not applicable)
    3. On a scale of 1鈥�10, how effective are the teaching methods of this faculty member? (1 = Not effective at all; 10 = Extremely effective)
13. Student Evaluations of Teaching (SET). University or college administered anonymous questionnaires that ask students enrolled in a course to provide closed-ended or open-ended responses to a series of questions. For the purposes of these guidelines, SETs are questionnaires that provide opportunities for students to anonymously provide subjective assessments about teaching in a single course.
14. Student Voice. The opportunity for students to provide structured, anonymous input into their educational experience. SET represents a formal mechanism for capturing student voice, offering students a consistent way to reflect on teaching quality, classroom climate, and teaching practices.
15. Teaching Excellence Descriptors. Teaching excellence at 蜜柚视频 is defined as a pedagogy or andragogy that is well-designed, well-delivered, inclusive, learner-focused, reflective, and evolving.
16. Teaching Excellence Criteria. Specific elements adopted by 蜜柚视频 to assess teaching excellence. Evidence of teaching effectiveness may be documented across the following eight criteria: preparation, engagement, inclusion, subject expertise, pedagogical competence, outcomes, improvement, and adaptability and innovation.

3. Guiding Principles

The administration and use of Student Evaluations of Teaching (SET) at 蜜柚视频 are guided by the following principles:

1. Authority. With the exception of questions mandated by the state, academic units are responsible for determining SET questionnaire items and procedures for the use of SET data. Questionnaires and procedures should be developed with faculty input and approved by the department chair or school director (or equivalent) and college dean (or equivalent).
2. Transparency. The purpose, timing, administration, and use of SET should be clearly communicated to students and faculty at the beginning of the evaluation cycle. Faculty should be informed in advance how SET data will be incorporated into evaluations and how thresholds are applied.
3. Clarity. Questions, instructions, and reporting formats should be stated in plain and consistent language so that students can provide meaningful feedback, and faculty can understand the interpretation of these data.
4. Student Voice. SET questionnaires serve as a formal mechanism for student input and must be utilized as one source of evidence in evaluating teaching. Student perspectives should be considered thoughtfully alongside peer evaluations and faculty self-assessments.
5. Academic Freedom. The use of SET must not infringe upon faculty members鈥� rights to determine the content of their teaching, research, and creative activity within their disciplinary expertise.
6. Professional Judgment. Evaluators are expected to interpret SET results in a reasoned and informed manner, considering disciplinary norms, course size, modality, and other contextual factors.
7. Equity and Bias Awareness. Recognizing the limitations of SET, evaluators must remain attentive to potential biases related to course type, grading expectations, faculty identity, and student identity. Training and guidance should be provided to evaluators to mitigate inequities in interpretation.
8. Multiple Measures. SET data are one component of a comprehensive evaluation of teaching effectiveness. They must not be used as the sole measure of teaching but instead combined with peer evaluations, self-assessments, student learning outcomes, and other evidence.
9. Accountability. Faculty, students, and administrators share responsibility for the integrity of SET. Students are expected to provide constructive and respectful feedback; faculty are expected to reflect upon results as part of professional growth; administrators are expected to ensure the collection of SET data and responsible use of SET data.
10. Confidentiality and Anonymity. Student responses to SET must be anonymous, with results released only after final grades are submitted. Reports should be shared in ways that protect student privacy while ensuring accountability.
11. Formative Use. SET data should be used not only for summative evaluation but also to inform opportunities for professional development and continuous instructional improvement. Faculty are encouraged to engage with SET data constructively, drawing on resources (e.g., 蜜柚视频鈥檚 Center for Teaching, Learning, and Assessment) to support continuous growth and teaching excellence.

4. Administration

The administration of Student Evaluations of Teaching (SET) at 蜜柚视频 defines when, where, and how SET are conducted, as well as how results are collected, protected, and reported, to ensure consistency, compliance with state law, and respect for student anonymity.

1. Courses. SET must be administered for all undergraduate and graduate credit-bearing course sections, regardless of modality (in-person, hybrid, or online) or campus. Exceptions include:
   1. Tutorial courses, which follow a separate evaluation process that must still include the three state-mandated questions. This applies only to Tutorials with a 鈥淭鈥� appended to the catalog number.
   2. Small enrollment courses, where fewer than five students are enrolled. In such cases, SET will be collected but not reported to individual faculty unless results are merged with other sections of the same course taught by the same instructor to protect student anonymity.
   3. Clinical experience courses, where the course section is primarily guided by person(s) not employed by 蜜柚视频 and delivered outside the university setting. In these cases, an 蜜柚视频 employee may be designated as an instructor of record.
2. Timing. SET are typically administered electronically during the final portion of the course, before the examination period. For courses of seven weeks or longer, SET questionnaires are typically administered starting two weeks before the course ends and remain open for one week. This timing is designed to ensure that evaluations end before the final examination period. For courses less than seven weeks, SET questionnaires are typically administered during the final five days of the course.
3. Administration System. SET are administered electronically through the university鈥檚 preferred course evaluation system, managed by the Office of Information Technology (or another university-approved system). Students must be informed that SET are anonymous, and results are not released to faculty until after final grades have been submitted.
4. Content. All SET must include the three ODHE state-mandated questions. Academic units may add optional questions from the centralized SET question bank maintained by the Center for Teaching, Learning, and Assessment or develop their own questions appropriate for the learning environment.
5. Data Collection. Typically, SET responses should be gathered electronically and stored, where access to these reports is restricted to the appropriate instructor, chair, director, dean, or designated administrator(s). Student responses must remain anonymous, though anonymity may be set aside in rare cases of threats or misconduct requiring investigation.
6. Reporting. SET data are aggregated and shared with faculty and academic leaders only after final grades are posted. To preserve anonymity, results from courses with fewer than five students will not be reported individually. When possible, results from such courses should be manually merged with other sections of the same course taught by the same instructor. Aggregated results are also included in department- and college-level reports to support program improvement and institutional accountability.

4.1 Protocols for Anonymity

Student anonymity is central to the integrity of SET and must be safeguarded during administration, reporting, and use.

1. Small Enrollment. If fewer than five students are enrolled in a course, individual reports are not generated for instructors. When feasible, results may be manually merged by colleage evaluation administrators across multiple sections of the same course taught by the same instructor to reach the five-student threshold.
2. Student Instructions. SET instruments must include introductory language explaining their purpose, emphasizing respectful and constructive feedback, and clarifying that evaluations are anonymous but not confidential in extreme cases (e.g., threats or misconduct).
3. Access Controls. Faculty may view only their own results. Department chairs, school directors, deans, and designated administrators may access results for their designated academic units for evaluation and reporting purposes.
4. Confidentiality safeguards. Results are shared with faculty only after final grades are submitted. Student privacy should be protected in all communications and data storage practices.

5. Use of SET Data

The use of Student Evaluations of Teaching (SET) ensures that student perspectives are an integral but not exclusive part of the evaluation of teaching effectiveness. In accordance with Ohio Revised Code 搂3345.452, SET data must account for no less than 25% of the teaching component in faculty annual evaluations.

1. Weighting. SET data must constitute at least 25% of the teaching component of faculty annual evaluations. Academic units may allocate additional weight to SET.
2. Thresholds. Academic units, in consultation with deans, must establish clear, written thresholds for classifying SET data into performance ratings. Thresholds may vary by discipline, course type, or instructional context but must be consistently applied within each academic unit.
3. Multiple Measures. For the purposes of faculty annual evaluations, SET data must be considered as part of a broader teaching portfolio. Other sources of evidence may include peer evaluations, faculty self-assessments, student learning outcomes, course materials, and additional documentation of teaching effectiveness.
4. Contextualization. Interpretation of SET data must consider course size, modality, discipline norms, response rates, and potential sources of bias. Evaluators are expected to exercise professional judgment to ensure fair and equitable use of results.
5. Formative Feedback. Beyond their use in summative evaluation, SET data should inform faculty reflection, professional development, and instructional improvement. Faculty are encouraged to engage with the Center for Teaching, Learning, and Assessment or other resources to respond constructively to feedback.
6. Student Voice. Written comments and quantitative ratings represent a formal expression of student voice and should be reviewed alongside other evidence of teaching. Concerns raised through SET about teaching effectiveness, inclusivity, or professional ethics must be considered as part of the evaluation process.
7. Limitations. SET must never be used as the sole measure of teaching effectiveness. Recognizing their limitations, results must be interpreted in the context of multiple measures and should not be reduced to numerical averages alone.

Note: Academic units are responsible for determining the use of SET data for courses taught by person(s) who are not subject to annual faculty evaluations.

6. Oversight and Accountability

Oversight of the SET process should be shared across multiple levels of the university to ensure consistency, fairness, and compliance with state and institutional requirements:

1. Academic Units. Academic units are typically responsible for implementing SET administration (in most cases), establishing thresholds, and interpreting data within the framework of this SOP.
2. Colleges. Deans are responsible for ensuring that SET are applied consistently across departments and schools and that faculty are evaluated equitably.
3. Office of the Provost. Provides university-wide oversight, including compliance with Ohio Revised Code, monitoring data integrity, and ensuring that SET are appropriately weighted in annual evaluations.
4. Center for Teaching, Learning, and Assessment (CTLA). Maintains the centralized question bank, provides faculty development resources, and supports units in using SET data for instructional improvement.
5. Students. Expected to provide thoughtful, respectful, and constructive feedback through SET.
6. Faculty. Accountable for reviewing results, reflecting on feedback, and incorporating insights into course revision and for professional development.
7. Administrators. Accountable for using SET responsibly and in balance with other measures of teaching effectiveness. Unless otherwise arranged, OIT is responsible for the preferred technology鈥檚 management and support.

7. Recordkeeping

All SET data and related materials should be retained as part of the faculty member鈥檚 official evaluation record. Individual SET reports, faculty reflections, peer review materials, and documentation of applied benchmarks should be included in the faculty member鈥檚 personnel file.

Records should be maintained and archived in accordance with 蜜柚视频 policy and state public records requirements. Aggregated SET data may also be used at the department, college, or university level for program review, accreditation, and institutional improvement, provided that individual faculty identities are not disclosed without consent.

Revision History

• November 7, 2025 鈥� Initial Draft