Student feedback is critical to SGU's continued growth and the success of its future students. Student feedback about the quality of instruction at SGU helps to improve the education of future medical professionals. It is the professional responsibility of all students to complete evaluations for each course. Students who fail to participate in the evaluation process are considered non-compliant and unprofessional and may be subject to disciplinary action.
Any student with issues or concerns relating to their graduate academic program should bring them to the attention of a representative from the Student Government Association (SGA). The usual route for such issues is to then bring them to the attention of the relevant graduate program committee (e.g. the Departmental Curriculum Committee). The SGA may then bring the issue to the Dean's attention in the SGS. This route ensures that issues affecting the class are dealt with efficiently and in a timely manner.
Course Evaluation Framework for the SGS
| Evaluation |
| 1 | Course structure and expectations clearly communicated to students |
| 2 | Program objectives clearly communicated to students |
| 3 | Learning/module objectives clearly communicated to students |
| 4 | Time and effort spent in preparation for course and assessments proportionate to the credit allotment |
| 5 | Major exams are fair assessment of the course learning objectives |
| 6 | Course contributed effectively to student knowledge of the subject/discipline |
| 7 | Overall effectiveness of the course |
| 8 | Student suggestions to improve the course |
Self-directed Course (e.g. practicum, thesis writing) Evaluation Framework for the SGS
| Evaluation |
| 1 | Course structure and expectations clearly communicated |
| 2 | Course design allowed for meaningful engagement with real-world, reflective, or research-based work |
| 3 | Adequate opportunities for students to direct, shape, or take ownership of learning in the course |
| 4 | Pacing/workload appropriate given the open-ended or self-directed nature of the course |
| 5 | Feedback and/or assessment approach (e.g., supervision, reflection, ongoing review) supported learning and development |
| 6 | Course meaningfully contributed to student growth in areas such as critical thinking, inquiry, professional skills, or self-reflection |
| 7 | Additional support that would have enabled student to better achieve academic requirements |
| 8 | Student suggestions to improve the course |
Instructor Evaluation Framework for the SGS
| Evaluation |
| 1 | Instructor effectively engaged student in learning course content |
| 2 | Instructor effectively related material in the course to content in other courses |
| 3 | Instructor effectively explained complex material |
| 4 | Instructor effectively guided student in the application of course content to relevant real-world/authentic scenarios |
| 5 | Instructor maintained a respectful and positive classroom environment |
| 6 | Instructor approachable and willing to assist in student learning |
| 7 | Instructor enhanced student understanding of the material taught |
| 8 | Specific examples of how instructor aided student learning |
| 9 | Specific examples of how instructor could improve instruction |
Learning Environment Evaluation Framework for the SGS
| Evaluation |
| 1 | SGU provides safe and supportive learning environment |
| 2 | Student experience or witnessed of mistreatment of students during educational experience (e.g. harassment, discrimination, public humiliation, psychological/physical punishment) |
| 3 | Documentation of mistreatment experienced or witnessed. Be aware that this survey is not an official reporting mechanism. To file an official report of mistreatment, please contact the Office of Student Affairs (STUDENTAFFAIRS@sgu.edu) or use EthicsPoint (https://secure.ethicspoint.com/domain/media/en/gui/57112/index.html) to file an anonymous report |
| 4 | Student feels supported in personal and professional pursuits by other students in the learning environment |
| 5 | Comfort with speaking to faculty and/or other school representatives when important concerns arise |