All teaching evaluations are collected and analyzed by the Language Center before being forwarded to the Registrar's office for university evaluation. This procedure enables an internal evaluation of all language teaching at Stanford, not generically, but against the backdrop of language teaching. On the first day of each quarter, language department chairs receive an aggregated report on the language teaching in their departments, course by course. This report includes the quantitative data generated, an assessment of students' qualitative comments, and recommendations from the Language Center Director for programmatic directions and instructional improvement.
All of the data are also consolidated across departments in order to analyze the general performance of language instruction at Stanford. Data are reported against the backdrop of previous quarters so that the Language Center can trace strengths and weaknesses over time.
Stanford asks students to report on 17 different questions grouped into five categories. In all cases, Stanford language teaching gets high marks from students. Here are the distributions of student responses to 17 questions about teaching for Academic Years (AY) 1995 to 1999; 1999 to 2004; and year 2005-2009.
A number of Language Center lecturers have received prestigious university teaching awards. Ali Miano, coordinator of Spanish, received the Gores Award in 1997. The Gores is the university’s highest teaching award. Ramzi Salti has received a Knight Fellow award for his teaching of Arabic. Rima Greenhill (1995), Hisayo Lipton (1998), Hong Zeng (2002), Momoyo Lowdermilk (2003), and Ramzi Salti (2004 and 2005) have all received the Humanities and Sciences Dean’s Award for Distinguished Teaching.