1. Get out of your head the idea that you shouldn’t do this. Students fill out course evaluations too many times in thei

Stay flexible. The conversation might take longer than you expect or go into directions you didn’t anticipate. I find that this is usually good. It means that the students are engaged and taking an active role in the discussion.

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nates US$1 for each article published in our platform. This story contributed to Bay Area Black Designers: a professional development community for Black people who are digital designers and researchers in the San Francisco Bay Area. By joining together in community, members share inspiration, connection, peer mentorship, professional development, resources, feedback, support, and resilience. Silence against systemic racism is not an option. Build the design community you believe in.

Acknowledge your discomfort if you’re feeling it. Every time I’ve held this conversation with my students, I’ve told them something like “This is very awkward for me to bring up but it’s important for you to be as informed as possible.” If you feel uncomfortable, which you likely will, it will probably come across, but that’s ok. Remember, that vulnerability from the teacher is often met with vulnerability from the students. When you open up, they open up. If you’re sweating through this conversation, just say so! Remember, you’re doing it for transparency! Transparency and sweat is a better combo than we’ve been taught to believe.

Take opportunities to sympathize. Our students are intimately familiar with how various, at times arbitrary or at least reductive, metrics determine their fates. For my first-year students, much of education has been about meeting standardized test targets and maintaining a very specific GPA. They sympathize and often draw these parallels themselves, knowing the pitfalls of numeric evaluation.

Acknowledge your discomfort if you’re feeling it. Every time I’ve held this conversation with my students, I’ve told them something like “This is very awkward for me to bring up but it’s important for you to be as informed as possible.” If you feel uncomfortable, which you likely will, it will probably come across, but that’s ok. Remember, that vulnerability from the teacher is often met with vulnerability from the students. When you open up, they open up. If you’re sweating through this conversation, just say so! Remember, you’re doing it for transparency! Transparency and sweat is a better combo than we’ve been taught to believe.

Things get real spicy when students bring up the issue of BIAS. Why did I put that in all caps? Well, it comes up a lot in student responses! And in the context of our conversation, they’re eager to bring up bias but are less sure about how it plays out. This is when I bring out the big proverbial guns and introduce students to some of the research on bias in student evaluations of teaching. If you’re reading this essay, you are likely well aware of the countless studies and meta-analyses of research on the effectiveness of evals for measuring teaching effectiveness. How many studies I discuss depends on how much time I have for this portion of the class (I never dedicate an entire session). One study I regularly reference is Boring, Ottoboni and Stark’s “Student evaluations of teaching (mostly) do not measure teaching effectiveness.” I project it and we talk about some of their findings, including “SET are biased against female instructors by an amount that is large and statistically significant” and “Gender biases can be large enough to cause more effective instructors to get lower SET than less effective instructors.” Another great study to use here is Chávez and Mitchell’s “Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity.”

Look, once you put a grade on an instructor’s performance in the classroom, that grade is hard to look away from. We focus on it. Our chairs focus on it. The evaluation committees focus on it. I know this because it is brought up over and over again. Most of the colleagues I talk to about this stuff (which is many) think of themselves as individuals who either get good or bad scores. This is terrible for both teachers and students. It means that we’re focusing on the wrong things. It means that we’re operating under the fear of punishment. It means that the system is broken. Our students need to know about this. To my delight, they’re generally receptive to this knowledge and curious about the ways in which the sausage is made. That’s why I plan on continuing to hold this conversation in my classroom and to encourage other instructors, particularly contingently employed instructors to do the same.

If none of my students mention supervisors/administrators/chairs, I ask another question: “Who do you think reads the summary reports of course evaluations?” Often, this is how I get students to realize that it’s not just the instructor or other students who read evaluation results, but also university management.

The series on App Bundles finished up with a tip from Google Developer Expert Angelica Oliveira and then a live recorded Q