The specific correlates of an overall rating of instructional effectiveness were examined. The attributes that made the strongest bivariate contributions to the overall rating of a course were: motivating students for maximum learning, interesting way of presentation, explaining clearly, and accomplishing course objectives. (Author/GK)

A case study of the development and accreditation of one course involving the State College of Victoria is presented. Some insights and specific procedures into the accreditation process which institutions might adopt are suggested. (Author/MLW)

Describes study to determine if the Endeavor Instructional Rating Form (EIRF) and the Purdue Instructor and Course Appraisal: CAFETERIA System can be used in a course that employs an innovative instructional model. Results indicate that both instruments are effective for course and instructor evaluation. (Author/KC)

Multivariate analysis of variance revealed a significant relationship between student ratings of instruction and curriculum area but not between ratings and course format. The technical and practical ramifications of these findings are discussed. (Author/JKS)

Reports the findings of a study that evaluated an academic course designed to increase the interpersonal effectiveness of resident assistants (RAs). Course-trained resident assistants were perceived by students to be significantly more competent than noncourse-trained RAs. (Author)

Two methods of teaching computation to undergraduates in a department of technology are described and the results are contrasted quantitatively and qualitatively. Conclusions indicate that a learner-directed discovery approach is best suited to this type of course. (Author/JEG)

A series of analyses on college students' assessments of their teachers and courses is continued in this review, with focus on the circumstances of rating (i.e., anonymity of student raters, purposes of ratings, presence of instructor during rating, timing, rating format, sampling). Issues of bias and comparability are also discussed. (LBH)

Describes the evaluation of an attendance administration course and illustrates various evaluation processes, design features, and problems. Data were collected for reaction and learning as well as job behavior and results suggested the importance of supervisory support as an intervening variable. (Author/JEG)

Analyzes students' free-style comments where students write anonymously what they think of the book, the exams, and the lecturer in introductory chemistry courses. (JRH)

This study compared student ratings of graduate teacher education courses given either on campus or off campus through distance learning technology. Overall, course, instructor, and general ratings were similar for the course given regardless of setting or delivery format. Discussion focuses on appropriate applications of distance learning…

Describes an automated course evaluation process for a modular program in management at Britain's Open University. The system employs Web-based surveying but emphasizes the reporting process, allowing easy generation of word-processed reports. Discusses both expected and unanticipated implications arising from the automated evaluation system. (EV)

Student course evaluations were collected from four sections of finance course (two included focus groups). Student recommendations were implemented in all four. Students in focus group sections reported higher satisfaction with the course, perhaps due to the Hawthorne Effect. (SK)

Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

Introduces an innovative approach to teaching a sociology of education course. Suggests the various approaches to sociology have distracted professionals from its central relevance. Critiques present orientations to a sociology of education course and recommends placing emphasis on the logic or theoretical/conceptual framework for organizing key…

Reports the experiences of teaching a totally on-line introductory sociology course. Information is drawn from one of the final evaluation reports. The Virtual Classroom Project funded by the Annenberg Corporation for Public Broadcasting Project. Concludes that this is a promising and viable option for post-secondary sociology courses. (KO)