Proceedings of the 3d International Conference on Applied Social Science Research

U.S. College Students’ Evaluations of Teaching and Its Light on Chinese Higher Education

Authors
Ya-zhen Li, Hong-li Yao
Corresponding Author
Ya-zhen Li
Available Online August 2016.
DOI
https://doi.org/10.2991/icassr-15.2016.92How to use a DOI?
Keywords
Students’ evaluations of teaching, U.S. colleges, Teaching quality
Abstract
Students’ evaluations of teaching (SETs) are rather popular and fairly matured in the U.S. higher education institutions, which have been equipped with an objective and reliable management system. This paper aims to explore the practice of SETs in U.S. colleges. Through comparative analysis, the paper tries to shed some light on the SETs in Chinese Higher Education from three perspectives, namely, rationale, method and management system. Finally, the research finds that Chinese colleges may learn from U.S. SETs from the following aspects: First, U.S. colleges have general educational goals; second, U.S. SETs emphasize on teachers’ professional ethics and character; third, the independence and objectiveness of U.S. SETs are ensured by a third-party agency; fourth, there is a multi-dimensional and student-centered evaluation criteria system in the U.S. SETs.
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This is an open access article distributed under the CC BY-NC license.

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Proceedings
3d International Conference on Applied Social Science Research (ICASSR 2015)
Part of series
Advances in Intelligent Systems Research
Publication Date
August 2016
ISBN
978-94-6252-148-3
ISSN
1951-6851
DOI
https://doi.org/10.2991/icassr-15.2016.92How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Ya-zhen Li
AU  - Hong-li Yao
PY  - 2016/08
DA  - 2016/08
TI  - U.S. College Students’ Evaluations of Teaching and Its Light on Chinese Higher Education
BT  - 3d International Conference on Applied Social Science Research (ICASSR 2015)
PB  - Atlantis Press
SP  - 341
EP  - 344
SN  - 1951-6851
UR  - https://doi.org/10.2991/icassr-15.2016.92
DO  - https://doi.org/10.2991/icassr-15.2016.92
ID  - Li2016/08
ER  -