Student evaluation of teachers.

This study describes how undergraduate students in their junior and senior year
seeking a bachelor’s degree in hospitality management at a regionally accredited
university perceive their professors’ instructional attributes and behaviors. This
examination concentrated on two critical zones of discernment concerning professors’
instructional practices. Participants were asked what teaching attributes contributed to
their academic success, and teaching attributes did not contribute to their academic
success. The study also sought to identify any obstacles faced by the participating
undergraduate students and their faculty as indicators of how to mitigate such obstacles.
This study included a review of an extensive collection of research on student
perspectives and how those perspectives may reflect on the evaluation of the adequacy of
various teaching techniques and academic practices. This study found that the
instructional attributes that participating students reported that they value include:
agreeableness (concern and regard for students), accommodation (accessibility), and receptiveness to others’ conclusions (support of class inquiries and exchange), yet all
instructors do not exhibit each of these attributes.
This study identified the positive teaching characteristics of professors in one
setting and how these professors interact with their students in a manner that captures
students’ attention and promotes teaching and learning in the classroom. It also suggests
attributes that professors in this setting and discipline may wish to elevate to better
connect with students in the classroom.

Research shows that there is a disconnect between student and faculty perceptions
in a range of areas. One area that has not been researched is comparing student and
faculty perceptions regarding desirable and undesirable traits in professors. The purpose
of this mixed methods study was to identify what students perceive are the most and least
desirable qualities in professors, and how those qualities affect their overall college
experience. This study also identified what professors thought students perceive as the
most and least desirable qualities in professors, and how those qualities affect students’
overall college experience. The findings indicate that the largest disparity in perceptions
between students and faculty was faculty perception that students rate them based on
class rigor and assigned grades, which were two of the least important qualities according
to students. The largest similarity that faculty and students agreed upon is that students
desire professors who are knowledgeable, passionate, engaging, and able to connect with students. Both groups also perceive that students do not like professors who are boring
and monotone. In addition, students and professors agree that students perceive
professors as playing an important role in their lives that affect their ability to learn, the
grades they receive, and also impact their overall college experience and trajectory in life.
The two groups differed when describing how professors’ undesirable qualities can
negatively affect students’ emotions and self-confidence.
Faculty and students were in agreement in a variety of areas, but they were
disconnected in several areas as well. This is a problem as we move into the future. Cox
(2009) said, “the traditional college student is no longer the typical college student” (p.
7), especially when it comes to state and community colleges. Professors would benefit
from listening to students instead of assuming that their ratings are untrustworthy and
based on how hard or easy the class was or what grade they received. The researcher
asserts, along with others in the literature, that expertise in content area is no longer good
enough to be an effective educator in higher education. Faculty also need to be experts in
understanding students.