Contact Info
347 Schaeffer Hall
319-335-2348
timothy-hagle@uiowa.edu
Twitter: @ProfHagle
Spring 2025 Office Hours
Tue & Th: 4:45-6:15
Mailing Address
Dept of Political Science
341 Schaeffer Hall
20 E. Washington Street
The University of Iowa
Iowa City, Iowa 52242
News
Posted updated Prelaw FAQ for UI students
New Book, Riding the Caucus Rollercoaster 2024, published in paperback and for Kindle devices.
Posted updates to 12 papers in Iowa Voting Series for 2022 election data
New Book, Supreme Court Agenda Setting: The Warren Court, published for Kindle devices and computers with Kindle reader.
Published updated and expanded edition of Prelaw Advisor in paperback and for Kindle readers
My books
POLI:3121/30:153 The Judicial Process
New Questionnaire Responses
This page contains the responses to the new questionnaire that I used for courses taught from the Fall 2015 semester on.
Prior to the Fall 2015 semester I had used my own questions for my teaching evaluations. I did this because I didn't think the standard questions on either the old SPOT or ACE forms got at things I wanted to know regarding the students' thoughts on the course. I also objected to the way the questions were structured. By that I mean that all the questions were phrased in positive terms and were on a six-point strongly agree to strongly disagree scale. Well-constructed surveys don't structure the questions in that way. In part, this is so that the person responding to the survey doesn't just automatically pick agree or disagree for everything, but must read and think about each question.
The process for administering teaching evaluations was moved online beginning with the Fall 2015 semester. Unfortunately, this meant that all instructors were forced to use a set of standard questions. Although instructors could add questions of their own, there were significant limitations in the form and format of such questions. As a result, the new questionnaire for my courses included three standard questions asked of all College of Liberal Arts and Sciences courses, 11 questions required by the Political Science Department, and 10 of my own questions. The response set for all these questions ranged from 6 = strongly agree, to 1 = strongly disagree.
Some of the Department questions were similar to those I had used on my old questionnaire. That allowed me to limit my added questions to only 10 while still covering most of the items contained on my previous questionnaire.
Reminder: The response set for all the questions below is 6 = strongly agree to 1 = strongly disagree.
N is the number of students who submitted the evaluation. The number in the (6) to (1) columns indicates how many students selected that option. The Mean is the mean score for that semester. The Dept Mean is the mean score for all instructors for that question across all courses.
Fall 2017: Rather than putting comments after several of the questions, I'll note here that the responses for this semester were unusual. Aside from a fairly small number (only 9 of 36), those responding seemed to be more unhappy with the course than I would have expected. One student simply marked the lowest score (1) for every question and then apparently didn't bother to answer my additional questions. Even aside from that one student, some of the responses seem to be nonsensical unless the particular student was just trying to punish me with low scores. As an example, the relatively low score for the question about adequate time for class questions makes no sense as I rarely used the entire period for lecture in this course so there was plenty of time for questions if any student wanted to ask them.
CLAS Core Questions
The instructor was effective in teaching the course materials.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 12 | 4 | 3 | 0 | 0 | 0 | 5.47 | 4.85 |
| F 2016 | 5 | 2 | 1 | 1 | 1 | 0 | 0 | 4.80 | 5.13 |
| F 2017 | 9 | 1 | 4 | 3 | 0 | 0 | 1 | 4.33 | 5.00 |
| F 2018 | 17 | 10 | 4 | 3 | 0 | 0 | 0 | 5.41 | 5.12 |
| F 2019 | 13 | 4.92 | 5.09 |
F 2019: Beginning with this semester the reports I get no longer tallied the number of responses in the individual categories and only provided the course and department means. This semester there were 35 in the course at the end.
The work assigned by the instructor was worthwhile and helped me learn the course material.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 10 | 6 | 0 | 2 | 1 | 0 | 5.16 | 4.76 |
| F 2016 | 5 | 2 | 2 | 0 | 0 | 1 | 0 | 4.80 | 5.30 |
| F 2017 | 9 | 2 | 3 | 3 | 0 | 0 | 1 | 4.44 | 4.82 |
| F 2018 | 17 | 6 | 6 | 4 | 1 | 0 | 0 | 5.00 | 4.98 |
| F 2019 | 13 | 4.85 | 4.88 |
The instructor supported student learning in this class.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 11 | 5 | 1 | 2 | 0 | 0 | 5.32 | 5.04 |
| F 2016 | 5 | 1 | 3 | 0 | 0 | 1 | 0 | 4.60 | 5.00 |
| F 2017 | 9 | 2 | 3 | 1 | 2 | 0 | 1 | 4.33 | 5.00 |
| F 2018 | 17 | 8 | 5 | 3 | 1 | 0 | 0 | 5.18 | 5.29 |
| F 2019 | 13 | 4.85 | 5.25 |
Political Science Department Questions
Class time is used efficiently.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 13 | 5 | 1 | 0 | 0 | 0 | 5.63 | 4.90 |
| F 2016 | 5 | 2 | 2 | 0 | 0 | 1 | 0 | 4.80 | 5.30 |
| F 2017 | 9 | 5 | 2 | 1 | 0 | 0 | 1 | 5.00 | 5.07 |
| F 2018 | 17 | 12 | 2 | 3 | 0 | 0 | 0 | 5.53 | 5.18 |
| F 2019 | 13 | 4.31 | 5.13 |
Course requirements are clear.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 13 | 4 | 1 | 1 | 0 | 0 | 5.53 | 5.02 |
| F 2016 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 6.00 | 5.24 |
| F 2017 | 9 | 3 | 3 | 2 | 0 | 0 | 1 | 4.67 | 5.11 |
| F 2018 | 17 | 11 | 4 | 1 | 1 | 0 | 0 | 5.47 | 5.22 |
| F 2019 | 13 | 5.31 | 5.19 |
Concepts are presented in a manner that helps me learn.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 8 | 4 | 4 | 1 | 1 | 0 | 4.94 | 4.73 |
| F 2016 | 5 | 1 | 1 | 1 | 1 | 1 | 0 | 4.00 | 5.01 |
| F 2017 | 9 | 1 | 1 | 2 | 1 | 3 | 1 | 3.22 | 4.89 |
| F 2018 | 17 | 7 | 5 | 3 | 2 | 0 | 0 | 5.00 | 4.99 |
| F 2019 | 13 | 4.54 | 4.90 |
Adequate time for questions was provided.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 8 | 5 | 4 | 2 | 0 | 0 | 5.00 | 5.03 |
| F 2016 | 5 | 2 | 2 | 1 | 0 | 0 | 0 | 5.20 | 5.20 |
| F 2017 | 9 | 1 | 2 | 1 | 3 | 0 | 2 | 3.44 | 5.08 |
| F 2018 | 17 | 9 | 3 | 1 | 2 | 1 | 1 | 4.82 | 5.21 |
| F 2019 | 13 | 4.46 | 5.17 |
Fall 2019: An even lower score on this question than last year, again, despite "study days," etc. I should also note, that I'm very happy to answer questions in class, but very few people ask them which might leave the impression of not leaving time for them.
Fall 2018: This isn't the lowest mean for this question, but it still surprises me given that I leave a lot of time for questions, sometimes at the end of class, but I also made sure to have a couple of "study days" where students could come in and ask questions. Only a couple did so.
This instructor communicates at a level appropriate to my understanding.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 11 | 3 | 2 | 2 | 1 | 0 | 5.11 | 4.94 |
| F 2016 | 5 | 3 | 1 | 1 | 0 | 0 | 0 | 5.40 | 5.18 |
| F 2017 | 9 | 2 | 1 | 2 | 1 | 2 | 1 | 3.67 | 5.03 |
| F 2018 | 17 | 9 | 5 | 3 | 0 | 0 | 0 | 5.35 | 5.16 |
| F 2019 | 13 | 4.92 | 5.17 |
Help is available outside class if I have questions.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 12 | 3 | 4 | 0 | 0 | 0 | 5.42 | 5.24 |
| F 2016 | 5 | 3 | 1 | 0 | 1 | 0 | 0 | 5.20 | 5.40 |
| F 2017 | 9 | 3 | 1 | 3 | 0 | 1 | 1 | 4.22 | 5.22 |
| F 2018 | 17 | 10 | 5 | 1 | 1 | 0 | 0 | 5.41 | 5.38 |
| F 2019 | 13 | 5.46 | 5.39 |
Fall 2019: More people than usual took advantage of coming into office hours or sending me questions via email this semester.
This instructor's oral communication skills are adequate for the course.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 3 | 1 | 1 | 0 | 0 | 0 | 5.58 | 5.03 |
| F 2016 | 5 | 3 | 2 | 0 | 0 | 0 | 0 | 5.60 | 5.23 |
| F 2017 | 9 | 3 | 3 | 1 | 1 | 0 | 1 | 4.56 | 5.10 |
| F 2018 | 17 | 13 | 2 | 1 | 1 | 0 | 0 | 5.59 | 5.23 |
| F 2019 | 13 | 5.15 | 5.23 |
Assignments and exams allow me to adequately demonstrate what I have learned.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 9 | 5 | 2 | 1 | 0 | 2 | 4.84 | 4.75 |
| F 2016 | 5 | 0 | 1 | 3 | 0 | 1 | 0 | 3.80 | 5.02 |
| F 2017 | 9 | 1 | 3 | 1 | 3 | 0 | 1 | 3.89 | 4.90 |
| F 2018 | 17 | 8 | 6 | 2 | 1 | 0 | 0 | 5.24 | 5.03 |
| F 2019 | 13 | 4.92 | 4.97 |
This instructor encourages mutual respect among students of diverse backgrounds.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 15 | 3 | 1 | 0 | 0 | 0 | 5.74 | 5.39 |
| F 2016 | 5 | 3 | 0 | 1 | 0 | 0 | 1 | 4.60 | 5.52 |
| F 2017 | 9 | 4 | 1 | 1 | 2 | 0 | 1 | 4.44 | 5.49 |
| F 2018 | 17 | 10 | 5 | 1 | 0 | 0 | 1 | 5.29 | 5.55 |
| F 2019 | 13 | 5.15 | 5.56 |
The content of this course is valuable.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 15 | 2 | 2 | 0 | 0 | 0 | 5.68 | 5.11 |
| F 2016 | 5 | 4 | 0 | 0 | 0 | 1 | 0 | 5.20 | 5.25 |
| F 2017 | 9 | 3 | 2 | 3 | 0 | 0 | 1 | 4.56 | 5.17 |
| F 2018 | 17 | 14 | 3 | 0 | 0 | 0 | 0 | 5.82 | 5.28 |
| F 2019 | 13 | 5.54 | 5.24 |
I would recommend a course taught by this instructor to other students.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean | Dept Mean |
| F 2015 | 19 | 13 | 3 | 0 | 1 | 1 | 1 | 5.21 | 4.81 |
| F 2016 | 5 | 3 | 0 | 1 | 0 | 1 | 0 | 4.80 | 5.09 |
| F 2017 | 9 | 2 | 2 | 0 | 2 | 2 | 1 | 3.67 | 4.90 |
| F 2018 | 17 | 10 | 2 | 2 | 2 | 0 | 1 | 5.00 | 5.05 |
| F 2019 | 13 | 5.15 | 5.03 |
Fall 2019: I'm not complaining, mind you, but it strikes me as interesting the number of other questions I was rated below the department mean and yet higher on this question. Thanks!
Instructor Questions
The next 10 questions are ones only I ask so there isn't a Department Mean for them.
One of the things I tried to do with my Old Questionnaire questions was to get the student to also think about how much effort he or she put into the course. The questions below are adapted from my old set but it wasn't always a perfect fit given response set I had to use.
I attended every class period.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 8 | 8 | 2 | 1 | 0 | 0 | 5.21 |
| F 2016 | 4 | 3 | 0 | 1 | 0 | 0 | 0 | 5.50 |
| F 2017 | 8 | 8 | 0 | 0 | 0 | 0 | 0 | 6.00 |
| F 2018 | 17 | 11 | 5 | 0 | 1 | 0 | 0 | 5.53 |
| F 2019 | 11 | 5.46 |
This question relates to my old question 1. The hope here was that the student disagreed more the more classes he or she missed. Coming to class is obviously a good thing. Whe the evaluatiosn were given during one class period the scores probably overestimated attendance because those in class for the evaluation were likely the ones who attended more often. It's hard to say how the online version, where students have a two week period in which to fill out the evaluation, will affect responses to this question.
Fall 2019: Two people who did the other questions skipped these, so only 11 responses from here on.
I was always well prepared for class (did the readings, etc.).
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 6 | 8 | 3 | 1 | 1 | 0 | 4.89 |
| F 2016 | 4 | 0 | 1 | 1 | 2 | 0 | 0 | 3.75 |
| F 2017 | 8 | 3 | 3 | 0 | 2 | 0 | 0 | 4.88 |
| F 2018 | 17 | 2 | 10 | 3 | 2 | 0 | 0 | 4.71 |
| F 2019 | 11 | 4.73 |
This question relates to my old question 2. For this course (unlike POLI:3101 or POLI:3120) the readings are more background materials and the class notes are really the key to getting the material. As such, although it would be good for everyone to read the background materials before lectures, relying on the class notes isn't as much of a bad thing for this course.
I was very interested in learning the course material.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 14 | 1 | 4 | 0 | 0 | 0 | 5.53 |
| F 2016 | 4 | 1 | 1 | 1 | 1 | 0 | 0 | 4.50 |
| F 2017 | 8 | 4 | 3 | 1 | 0 | 0 | 0 | 5.38 |
| F 2018 | 17 | 9 | 6 | 2 | 0 | 0 | 0 | 5.41 |
| F 2019 | 11 | 5.82 |
This question relates to my old question 10. About 95% of the students who take this class (and POLI:3101 and POLI:3120) in the regular session are either planning on or thinking about attending law school. As such they certainly ought to be interested in the material.
I learned a lot in this course.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 15 | 1 | 2 | 0 | 1 | 0 | 5.53 |
| F 2016 | 4 | 2 | 1 | 0 | 1 | 0 | 0 | 5.00 |
| F 2017 | 8 | 3 | 3 | 0 | 2 | 0 | 0 | 4.88 |
| F 2018 | 17 | 12 | 5 | 0 | 0 | 0 | 0 | 5.71 |
| F 2019 | 11 | 5.91 |
This question relates to my old question 11. It's always interesting when students disagree with this question. Because of the restricted response set it's not clear why the student doesn't think he or she learned much. Already knew it all? Didn't try very hard? Didn't like my approach?
I was challenged by this course.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 16 | 2 | 1 | 0 | 0 | 0 | 5.79 |
| F 2016 | 4 | 2 | 0 | 2 | 0 | 0 | 0 | 5.50 |
| F 2017 | 8 | 5 | 0 | 3 | 0 | 0 | 0 | 5.25 |
| F 2018 | 17 | 12 | 5 | 0 | 0 | 0 | 0 | 5.71 |
| F 2019 | 11 | 5.73 |
This question relates to my old question 13. The material in this course is more straight forward than in either POLI:3101 or POLI:3120, so I'm a little surprised that the score is as low as it is (i.e., that they think it was so challenging). Then again, the emphasis on lectures with the readings as mainly background materials may have been different from what students have been used to.
The amount of material covered in the course was appropriate.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 10 | 5 | 3 | 0 | 0 | 1 | 5.16 |
| F 2016 | 4 | 1 | 0 | 2 | 1 | 0 | 0 | 4.25 |
| F 2017 | 8 | 3 | 2 | 0 | 1 | 2 | 0 | 4.38 |
| F 2018 | 17 | 7 | 8 | 2 | 0 | 0 | 0 | 5.29 |
| F 2019 | 11 | 5.46 |
This question relates to my old question 15. The old version of this question had a scale on which students could respond from too much to too little. The forced response set here doesn't let me know why a student thinks the amount of material covered wasn't appropriate.
The instructor was well prepared for class.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 17 | 1 | 1 | 0 | 0 | 0 | 5.84 |
| F 2016 | 4 | 2 | 2 | 0 | 0 | 0 | 0 | 5.50 |
| F 2017 | 7 | 5 | 1 | 0 | 1 | 0 | 0 | 5.43 |
| F 2018 | 17 | 14 | 3 | 0 | 0 | 0 | 0 | 5.82 |
| F 2019 | 11 | 5.91 |
This question relates to my old question 7. I never come to class without being fully prepared for the daily topic. Just the same, I sometimes get one or two students who think I was unprepared. It would be nice to know what they thought was missing.
The instructor answered questions in class very well.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 13 | 3 | 2 | 1 | 0 | 0 | 5.47 |
| F 2016 | 4 | 2 | 1 | 0 | 1 | 0 | 0 | 5.00 |
| F 2017 | 8 | 4 | 0 | 1 | 2 | 1 | 0 | 4.50 |
| F 2018 | 17 | 10 | 4 | 2 | 1 | 0 | 0 | 5.35 |
| F 2019 | 11 | 5.09 |
This question relates to my old question 8. I probably shouldn't have used "very well" here and used the more bland "appropriate." Still, it seems my score was pretty good.
The instructor presented the material fairly, not giving too much emphasis to one point of view or another.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 12 | 2 | 5 | 0 | 0 | 0 | 5.37 |
| F 2016 | 4 | 1 | 0 | 1 | 1 | 1 | 0 | 3.75 |
| F 2017 | 8 | 3 | 1 | 2 | 1 | 0 | 1 | 4.38 |
| F 2018 | 17 | 8 | 4 | 2 | 1 | 1 | 1 | 4.82 |
| F 2019 | 11 | 4.73 |
This question relates to my old question 15. Now that I have tenure I sometimes tell students my political inclinations in the first or second class period. I also tell them that for purposes of the course, it doesn't matter whether they either agree with me or with the opinions of the authors that we read. What does matter is that they understand the arguments. Occasionally a student or two will make some mention of this in the written comments, but they rarely provide specific examples.
The study questions helped me understand course concepts and material.
| Semester |
N |
(6) | (5) | (4) | (3) | (2) | (1) | Mean |
| F 2015 | 19 | 14 | 3 | 1 | 0 | 0 | 1 | 5.47 |
| F 2016 | 4 | 2 | 0 | 1 | 1 | 0 | 0 | 4.75 |
| F 2017 | 8 | 3 | 1 | 1 | 1 | 2 | 0 | 4.25 |
| F 2018 | 17 | 11 | 5 | 0 | 1 | 0 | 0 | 5.53 |
| F 2019 | 11 | 5.36 |
This question relates to my old question 15. A several years ago I began including an extensive (600+) set of study questions in the course pack. My inspiration for such a large set was my high school government teacher (Mr. Griggs) who always gave us such lists prior to tests. The basic idea of such a large list was that if one could work through all the questions he or she should do well on the test. Another purpose of the questions is to give the students more examples of the kinds of questions I want them to be thinking about as they go through the material. I also recommend that students get together in groups to discuss the questions (which contain many hypotheticals). For this course the study questions also provide an outline for the course given that the lectures aren't organized based on a textbook. Even so, some students complain that there are too many to do them. There aren't, as evidenced by the number of students who do them, but you certainly can't wait until the weekend before the test to start on them. Although I repeatedly warn students about this, . . .
Fall 2018: Big jump in the mean for this question. I've really been emphasizing the study questions and it seems to have worked here, but also in the overall scores for the course.
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