Student Ratings of Instruction News
Student Ratings of Instruction during the Transition to Remote Teaching
The Senate Planning and Governance Committee has approved a motion, requested by CLT as the unit responsible for the SRI process, to change the Winter, Spring, and Summer Term SRI process in light of the current global situation. Student Ratings of Instruction (SRIs) for these terms will be entirely formative. None of the results will be provided to any department heads, chairs, or deans, though the student feedback will be shared with individual instructors to help reflect on their teaching and learning experiences during these uncertain times.
Instructors may still choose to include the SRI reports in their teaching dossiers when applying for new positions or for reappointment, tenure, or promotion purposes. Student comments can provide evidence that an Instructor’s teaching approach and methods are effective. Please consult with the Centre for Learning and Teaching (at firstname.lastname@example.org) for ideas on how to best use the formative feedback received and how to best include the results received this term for any future purposes.
For the 2020 Winter, Spring and Summer terms, the SRI forms will change in the following ways:
1. The question asking students for permission to use the comments provided for tenure and promotion purposes will be removed. There will be no “signed” or “unsigned” comment categories. All comments will be reported in one single report.
2. Messaging to students will be changed to explain that all feedback will be reported directly to the instructors.
June 8th Update
On June 8th the senate approved a motion to suspend the SRI policy for the Fall 2020-2021 term. The SRIs will still proceed for formative feedback. Reports will only be provided to instructors and will not be provided to any Department Heads or Deans.
What is SRI?
Student Ratings of Instruction (SRI) are an important part of assessing the quality of education an institution provides.
At Dalhousie University, SRIs are recognized as an essential component of a formal institutional evaluation of teaching strategy. This strategy includes evidence from students (both SRI results as well as direct evidence of students' achievement of learning outcomes), teacher’s own self-reflection, and peer evaluation of teaching, usually presented in the form of a comprehensive Teaching Dossier.