@article{IR,
      author = {Williams, Larry and Ito, Tomo},
      url = {http://digitalcollections.ohsu.edu/record/41857},
      title = {Sticks instead of carrots: debunking the myth of mandatory  course evaluations generating bad data},
      publisher = {Oregon Health and Science University},
      abstract = {There are many methods for encouraging students to  complete their course and teaching evaluations, including  offering incentives, offering more time in class to  complete evaluations, and offering students to participate  in focus groups (Goodman, Andson & Belcheir 2015; Svinicki,  2001). But what about integrating course evaluations into  the curriculum? As a necessary part of the learning  process? Critics believe instructors will receive bad data  if evaluations are mandatory (Lariat, 2016), but we believe  this is not the case. If handled with care, mandatory  evaluations can increase the quantity of responses, but not  diminish the quality of the responses. The case study we'll  assess is the UME Program at OHSU. We'll review how the  program encourages mandatory participation, and evidence  there is no diminishing of scores or quality of responses.},
      number = {IR},
      doi = {https://doi.org/10.6083/bpxhc41857},
      recid = {41857},
      address = {2023-09-07},
}