Course evaluations have more uses than as a cathartic release of anger toward a particularly disliked professor, or as a way to thank a professor for a semester-well-done.

Department heads can use the evaluations to help determine pay increases, among other purposes. Many professors also use the feedback to determine if they should change teaching methods or curriculum. Students, however, remain skeptical about the effectiveness of evaluations.

“They seem like a good concept,” said Lindsay Johnson, senior in industrial engineering. “But I don’t think they always do what they’re supposed to do.”

Despite what some students may think, David Roberts, associate professor and assistant chairman for curriculum and scheduling in the English department, said course evaluations are an important part of a class.

“I do take them into account,” he said. “Most of us around here do.”

Roberts said he references the evaluations when he has questions about a professor’s performance.

“Because I’m in a position to do some hiring and firing, if I have reason to be concerned, I will look over them,” he said.

Tom Shih, professor and chairman of aerospace engineering, said evaluations are a helpful tool.

“They are not an absolute way to judge,” he said. “They are useful to help us figure out who our good teachers are.”

Shih said evaluations can help professors by letting them know if students are confused or have questions about their teaching methods.

He said course evaluations can also be used in professor evaluations, and can even lead to peer mentoring among professors.

Some professors, however, question the effectiveness of evaluations.

Brad Shrader, professor of management, said he thinks the evaluations measure student satisfaction instead of the effectiveness of a course.

“I get feedback on if people like the textbooks, the media and how clear things are,” he said. “I don’t think they really assess learning that well.”

Students and professors agree the written section is the most useful.

Shrader said he likes the comments in response to the open-ended questions on the evaluations.

“I find the written part more useful,” he said. “If its good news or if its bad news, I find out more.”

Shih said the written sections often provide encouragement or constructive criticism.

Students agree that the written sections often provide more valid information than the multiple choice questionnaires.

“A lot of people just fill in random bubbles or all As and Bs,” said Jessica Stone, sophomore in marketing.

Both Roberts and Shrader said harsh comments are sometimes made on the evaluations, but no attempt is made to censor what students write.

“A lot of times they tend to deal with the other students,” Shrader said.

Complaints on course evaluations aren’t always useful, Roberts said. He said some students complain about things that are good for them.

Professors try to integrate the evaluations into their courses, Shrader said.

“If things are going wrong, I want to clarify or defend them up front, during the course,” he said.

Shih and Shrader also said they encourage professors to do mid-term evaluations during their courses, so instructors have a chance to change problem areas while the students are still taking the course.