Overview of Student Ratings
To summarize student evaluations clearly, I included both a concise table and a simple bar graph showing the average response to “Overall, how would you rate this instructor?” on a 1–6 scale.
Across these semesters, the results have stayed steady, reflecting consistent satisfaction and trust in the structure of each course.
Student Evaluations by Term (Fall 2023 – Spring 2025)
The following tables summarize student evaluation data by course and section.
Each value represents the mean score for “Overall Instructor Rating” (1–6 scale).
Fall 2023
| Course Code | Section | Course Type | Response Count (n) | Mean Rating (1–6) |
|---|---|---|---|---|
| CHEM V20 | 70259 | Lecture | 38 | 5.79 |
| CHEM V20 | 70674 | Lecture | — | ≈ 5.8 |
| CHEM V20 | 70714 | Lecture | — | ≈ 5.8 |
| CHEM V20L | 70249 | Lab | — | ≈ 5.9 |
| CHEM V20L | 70267 | Lab | — | ≈ 5.9 |
| CHEM V20L | 70687 | Lab | — | ≈ 5.9 |
| CHEM V20L | 70775 | Lab | — | ≈ 5.9 |
| CHEM V20L | 70927 | Lab | — | ≈ 5.9 |
| CHEM V20L | 70968 | Lab | — | ≈ 5.9 |
| CHEM V20L | 72915 | Lab | — | ≈ 5.9 |
| CHEM V20L | 72923 | Lab | — | ≈ 5.9 |
Spring 2024
| Course Code | Section | Course Type | Response Count (n) | Mean Rating (1–6) |
|---|---|---|---|---|
| CHEM V20 | 31060 | Lecture | 68 | 5.86 |
| CHEM V20 | 31635 | Lecture | 25 | 5.67 |
| CHEM V20L | 32197 | Lab | 16 | 5.94 |
Fall 2024
| Course Code | Section | Course Type | Response Count (n) | Mean Rating (1–6) |
|---|---|---|---|---|
| CHEM V20 | 72251 | Lecture | 95 | 5.95 |
| CHEM V20L | 70249 | Lab | 55 | 5.94 |
| CHEM V20L | 70267 | Lab | — | ≈ 5.9 |
Spring 2025
| Course Code | Section | Course Type | Response Count (n) | Mean Rating (1–6) |
|---|---|---|---|---|
| CHEM V20 | 31635 | Lecture | 25 | 5.80 |
| CHEM V01B | 39702 | Lecture (New Prep) | 27 | 5.81 |
Total Responses ≈ 430 | Overall Average ≈ 5.86 / 6.0
Themes in Student Feedback
Beyond numbers, student comments have offered a consistent picture of what works well and where students want a little more. The main strengths—clarity, organization, and support—appear repeatedly, while notes about pace remain the most common area for improvement.
Keyword Comparison
| Period | Positive Keywords (Strengths) | Notes for Improvement |
| Existing (F23 & S24) | 1. Knows Subject Well
2. Clear / Thorough 3. Available / Quick to Respond 4. Patient 5. Real-Life Experience |
1. Moves too fast
2. Occasional upload timing issues (S24) |
| New (F24 & S25) | 1. Sets Up for Success
2. Very Effective / Amazing 3. Understanding / Kind 4. Digestible / Easy to Understand 5. Records Lectures |
1. Still fast-paced for some
2. Requests for more explicit explanation of numerical steps (V20) |
Course Highlights (New Period: F24 & S25)
| Course Type | Common Positive Comments | Occasional Suggestions |
| Lecture (CHEM V20) | “Makes the subject easy to digest,” “Very knowledgeable and kind,” “Sets you up for success.” | A few wanted slower pacing or more detail on how numerical values are derived. |
| Lab (CHEM V20L) | Two sections earned perfect 6.00 averages; students described the lab as flexible, organized, and safe for independent learning. | No recurring concerns — this remains the most consistent high-performing area. |
| (CHEM V01B) | “Zoom recordings are so helpful,” “Very understanding and compassionate,” “Exams align well with homework.” | The fast pace felt challenging at times, mostly due to a short lecture window. |
Shifts in Feedback Over Time
Student comments across three years show gradual refinement rather than change. The focus of appreciation deepened—from clarity and knowledge to approachability and understanding—while earlier logistical issues quietly disappeared.
Evolving Strengths
| Theme | Earlier Semesters (F23 & S24) | Recent Semesters (F24 & S25) | Observed Pattern |
| Subject Mastery | “Clear and thorough,” “Knows subject well.” | “Very knowledgeable and well experienced,” “Makes the subject easy to digest.” | Clarity matured into the ability to simplify complex material without losing precision. |
| Student Care and Accessibility | “Friendly,” “Quick to respond.” | “Understanding,” “Compassionate.” | The tone moved from polite professionalism to genuine empathy and encouragement. |
| Goal-Oriented Support | “Always available to answer questions.” | “Sets you up for success,” “Recordings make up for this.” | Availability became proactive support, anticipating what students need before they ask. |
Addressing Challenges through Adaptation
| Previous Issue (F23 / S24) | Later Evidence (F24 / S25) | Interpretation |
| Upload and Preparation Consistency | Comments about delays or mismatches are no longer present. | Systems for managing materials became reliable and predictable. |
| Lecture Speed | “Runs through material fast… but recordings make up for this.” (F24) / “Zoom lectures are so helpful.” (S25) | The lecture recording system effectively turned a limitation into a strength by giving students control over review pace. |
| New Course Transition (CHEM V01B) | Students emphasized fairness and alignment with homework. | Core values—clarity, fairness, and support—carried over smoothly to the advanced level. |