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Measuring the Impact of Externalities on College of Agriculture Teaching Evaluations

Author

Listed:
  • Fleming, Ronald A.
  • Bazen, Ernest F.
  • Wetzstein, Michael E.

Abstract

Student evaluation of teaching (SET) is employed as an aid in improving instruction and determining faculty teaching effectiveness. However, economic theory indicates the existence of externalities in SET scores that directly influence their interpretation. As a test of this existence, a multinomial-choice, ordered data estimation procedure is employed to identify course externalities influencing SET. These externalities include student class standing, required courses, class size, days a class meets, class meeting time, classroom location, and classroom design. Results indicate that externalities have a significant impact on teaching evaluations. Thus, failure to internalize these externalities will lead to biases in SET and questionable use of SET as an aid in instruction improvement and determining faculty effectiveness.

Suggested Citation

  • Fleming, Ronald A. & Bazen, Ernest F. & Wetzstein, Michael E., 2005. "Measuring the Impact of Externalities on College of Agriculture Teaching Evaluations," Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, vol. 37(3), pages 1-11, December.
    • Handle: RePEc:ags:joaaec:43486
    DOI: 10.22004/ag.econ.43486
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    References listed on IDEAS

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    1. William E. Becker & William Bosshardt & Michael Watts, 2012. "How Departments of Economics Evaluate Teaching," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(3), pages 325-333, July.
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    Cited by:

    1. Dicks, Michael R. & Pruitt, J. Ross & Tilley, Daniel S., 2008. "Determinants of Students’ First Impressions of Instructors and Courses," 2008 Annual Meeting, February 2-6, 2008, Dallas, Texas 6801, Southern Agricultural Economics Association.

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