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Teaching Evaluation in Agricultural Economics and Related Departments

Author

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  • Josef M. Broder
  • William J. Taylor

Abstract

Departments use student evaluations of teaching (SETs) with little evidence that evaluation forms and procedures measure or contribute to teaching quality. SETs in agricultural economics and related departments in the United States and Canada are examined here in a resource allocation framework. Empirical models are estimated which characterize faculty reliance on SETs and faculty satisfaction with SET forms. We find that departmental reliance on SETs increases with faculty participation, that faculty have specific preferences for SET form and content, and that improvements in SETs are more likely to result from increasing the quality rather than the quantity of SET questions.

Suggested Citation

  • Josef M. Broder & William J. Taylor, 1994. "Teaching Evaluation in Agricultural Economics and Related Departments," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 76(1), pages 153-162.
    • Handle: RePEc:oup:ajagec:v:76:y:1994:i:1:p:153-162.
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    File URL: http://hdl.handle.net/10.2307/1243929
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    Cited by:

    1. Blank, Steven C., 1997. "A Decade of Decline and Evolution in Agricultural Economics Programs: 1985-96," 1997 Annual Meeting, July 13-16, 1997, Reno\ Sparks, Nevada 35801, Western Agricultural Economics Association.

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