Student Evaluations of Instruction are instrumental in allowing students an opportunity to provide feedback on the effectiveness of course instruction. However, Faculty, Department Chairs, and other administrators should interpret evaluations with small sample sizes with caution, as small sample sizes reduce the power of the feedback and increase the likelihood of skewed or non-representative feedback. In other words, evaluations with low response rates should not be used as the primary measure of teaching effectiveness in the faculty review process, including but not limited to, Annual Evaluations, Promotion and Tenure decisions, and conferment of Teaching Awards. A comprehensive evaluation of teaching effectiveness should include student feedback, peer observations, evaluation of instructional materials and learning management systems (e.g., Canvas), and instructor self-reflections. This statements is recommended by faculty senate