The quality of one's teaching is a major criterion for tenure and promotion at most universities, and concern exists regarding the potential effect of early morning classes on student teaching evaluations. A survey of students and faculty found that very different perceptions exist on this matter, and neither perception was accurate. Only 30% of faculty, compared to 60% of students, felt that time of day did not impact teaching evaluations. A within-instructor, within-semester, within-course, within-day design using actual evaluation data found that the time of day a class is taught has no effect on student evaluation of teaching. Implications of the findings are discussed.
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