Empowering Instructors | Supporting Excellence
Throughout each academic year, CATT staff conduct studies to collect useful data which can be used to guide teaching and learning at UB. If you have any questions about the studies listed on this page, please email ubcatt@buffalo.edu.
The main purpose of this study was to explore the factors related to course evaluation response rates from 2019-2021. Furthermore, this study investigated whether the length of the evaluation period is related to end-of-semester response rates.
The main purpose of this study was to determine the extent to which students participated in midsemester evaluations and whether participation rates varied by course characteristics from 2019-2021.
Data consisted of over 100,000 student-level data points from the School of Engineering and Applied Sciences (74.8%), Graduate School of Education (11.1%), School of Social Work (7.4%), and School of Dental Medicine (6.6%).
This multi-phase study consists of secondary and novel data analyses with the overarching goal of identifying student and learning space characteristics that relate to student academic achievement.
The purpose of this study was to explore variables contributing to differences in student assessments of overall instructor quality from 2017-2019.
Specifically, this study asks, “What instructor, student, and course variables predict overall evaluation of instructors?”
Data consisted of 362,238 course evaluations, across four semesters (Fall 2017, Spring 2018, Fall 2018, Spring 2019) analyzing one question about overall instructor quality from the UB student survey: “Overall, this instructor was (Very Poor, Poor, Fair, Good, Excellent, or Not applicable).”