While end-of-term evaluations are common, a Boston University educator stands out for regularly soliciting students’ suggestions and fine-tuning his approach.
"[E]ven in an era when teacher evaluations and learning assessments are a hot topic in education, Dr. Zaman stands out in his constant re-engineering of his teaching: He graphs the results the day he collects them (an upward trend is visible), sends out an e-mail telling the class about any fine-tuning he plans in response to their comments, and starts the following class by discussing the feedback.
'A lot of college teaching is not very good, and everybody knows it,' he said. 'Having student evaluations at the end of the course doesn’t do anything to help it get better, and the person who does the evaluation can never benefit. To me it just seems intuitive to ask for ratings all along.'”