Research on retaining students in computer science is clear: pedagogical and curricular interventions that are experienced by all students are the most effective. Yet understanding what brings faculty to modify their teaching practices is scant. This study presents findings from the qualitative phase of a study to understand adoption of teaching practices. This phase included interviews and classroom observations with 66 computer science professors and instructors in the U.S. Though not originally an interview topic, nearly every interviewee mentioned ways in which student feedback instigated change. Faculty described several sources of feedback from students that influence their teaching choices, with the goal of trying to improve their teaching. These include formalized evaluations; feedback inferred from student performance; direct requests from students; and students' nonverbal
behavior. The presentation will describe the data, but also present the reasons why student evaluations are a bad source of evidence for making decisions about teaching practices.
8:15am to 9:45am