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| Autori principali: | , , , , , |
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| Natura: | Preprint |
| Pubblicazione: |
2025
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| Accesso online: | https://arxiv.org/abs/2508.02731 |
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| _version_ | 1866909721727860736 |
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| author | Chamberland, Jean-Francois Carlisle, Martin C. Jayaraman, Arul Narayanan, Krishna R. Palsole, Sunay Watson, Karan |
| author_facet | Chamberland, Jean-Francois Carlisle, Martin C. Jayaraman, Arul Narayanan, Krishna R. Palsole, Sunay Watson, Karan |
| contents | Evaluating teaching effectiveness at scale remains a persistent challenge for large universities, particularly within engineering programs that enroll tens of thousands of students. Traditional methods, such as manual review of student evaluations, are often impractical, leading to overlooked insights and inconsistent data use. This article presents a scalable, AI-supported framework for synthesizing qualitative student feedback using large language models. The system employs hierarchical summarization, anonymization, and exception handling to extract actionable themes from open-ended comments while upholding ethical safeguards. Visual analytics contextualize numeric scores through percentile-based comparisons, historical trends, and instructional load. The approach supports meaningful evaluation and aligns with best practices in qualitative analysis and educational assessment, incorporating student, peer, and self-reflective inputs without automating personnel decisions. We report on its successful deployment across a large college of engineering. Preliminary validation through comparisons with human reviewers, faculty feedback, and longitudinal analysis suggests that LLM-generated summaries can reliably support formative evaluation and professional development. This work demonstrates how AI systems, when designed with transparency and shared governance, can promote teaching excellence and continuous improvement at scale within academic institutions. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_02731 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Teaching at Scale: Leveraging AI to Evaluate and Elevate Engineering Education Chamberland, Jean-Francois Carlisle, Martin C. Jayaraman, Arul Narayanan, Krishna R. Palsole, Sunay Watson, Karan Computers and Society Artificial Intelligence Computation and Language Evaluating teaching effectiveness at scale remains a persistent challenge for large universities, particularly within engineering programs that enroll tens of thousands of students. Traditional methods, such as manual review of student evaluations, are often impractical, leading to overlooked insights and inconsistent data use. This article presents a scalable, AI-supported framework for synthesizing qualitative student feedback using large language models. The system employs hierarchical summarization, anonymization, and exception handling to extract actionable themes from open-ended comments while upholding ethical safeguards. Visual analytics contextualize numeric scores through percentile-based comparisons, historical trends, and instructional load. The approach supports meaningful evaluation and aligns with best practices in qualitative analysis and educational assessment, incorporating student, peer, and self-reflective inputs without automating personnel decisions. We report on its successful deployment across a large college of engineering. Preliminary validation through comparisons with human reviewers, faculty feedback, and longitudinal analysis suggests that LLM-generated summaries can reliably support formative evaluation and professional development. This work demonstrates how AI systems, when designed with transparency and shared governance, can promote teaching excellence and continuous improvement at scale within academic institutions. |
| title | Teaching at Scale: Leveraging AI to Evaluate and Elevate Engineering Education |
| topic | Computers and Society Artificial Intelligence Computation and Language |
| url | https://arxiv.org/abs/2508.02731 |