What and How: Investigating the Use of Student Evaluations in Scholarship of Teaching and Learning Research

Abstract

Student evaluations of teaching (SETs) have been a longstanding form of data intended to provide feedback on teaching from the student perspective. Little work has been done prior to this study to systematically explore how SET data is applied as part of research on teaching and learning and how/what data is being used in this form of scholarship. Through a scoping review of 223 studies and a survey with individuals engaging in research on teaching and learning (n = 47), this study offers insight into how SET data can and is being used in scholarship on teaching and learning, and common barriers to their use for research purposes. For example, concerns regarding data quality, inherent bias in the tool, access to data, and SET design limitations were identified as challenges to use. Despite such barriers, the results of this work indicate SETs are frequently used in a less formal capacity to improve teaching and learning practice and that the data is largely used in combination with other forms of evidence to provide empirical insight into teaching practices. Pathways for institutions to enhance access to SET data and develop processes for contextualizing it in ways that support faculty in using the information to improve their teaching are discussed.