Faculty reviewing evals may need to learn how to interpret these, both between and within departments the intention of these evals is unclear and variable. We must prepare students not only for individual good, but the good of the whole society. Being a competent, careful constructor of a student s class may be of more value than being an advisor. Some felt they are bringing advising into the classroom and feel positively influenced by this advisee role. Grading can be an acrimonious activity since it s often not articulated.
Students seem to want practical, immediate application vs. the concepts of learning.
This may be a broader need the colleges have not had a conversation of what is required of faculty for success at Drake. The interpretive lens for reading evals appears idiosyncratic, i.e., we have not been socialized into this learning community with clear articulation of its meanings and expectations of us. Reviewers may have an image of what faculty should be and not be open to other venues. Perhaps we implicitly accept priorities already set for us. We have had a string of mission statements, etc.