Student Evaluations of Faculty Generosity and Course Quality

Student Evaluations of Faculty Generosity and Course Quality
Research paper
Recent research has suggested that student evaluations of courses and professors are predicted by a variety of factors, ranging from rapport (Wilson, Ryan, & Pugh, 2010) to nonverbal behavior (Ambady, & Rosenthal, 1993). However, research has yet to examine how such evaluations are predicted by professors’ strivings and philosophy of student-professor interactions. The present research study will investigate the relationship between professors’ (self-reported) generativity scores, their “generosity of care,” and students’ course evaluations for the same professors college professors on a Christian college campus. The main goal of this study is to better understand the role of Generativity as defined by Erik Erikson (1994) and how it may predict student ratings of professor and course quality at PLNU. The generativity scores will be measured using the Loyola Generativity Scale (McAdams & de St Aubin, 1992) and a revised Generosity Care Scale (Leffel, Oakes Mueller, Ham, Curlin, & Yoon, 2017). To measure student feedback, professors will be asked to provide their most recent IDEA evaluation scores on two random classes. We hypothesize that professors who report higher Generativity scores will have receive higher IDEA evaluation scores. Data collection will be through a survey using Qualtrics, which will be accessed by professors using an anonymous link. No students will be taking the survey. The professors taking part in the survey will voluntarily participate with full knowledge of what they are being asked about and scored on.


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