Student course evaluations of classes within the College of Education at East Tennessee State University were examined to identify relationships and differences in perceived levels of instructional quality based on faculty characteristics. It was expected that this would identify characteristics most strongly associated with high ratings of instructional performance as measured along the dimensions of attitude, methods, content, interest, and instructor characteristics, five subscales of the college's Student Assessment of Instruction (SAI). These data allow comparisons with other institutions of higher learning. Both undergraduate and graduate students in the College of Education were given the SAI instrument for course evaluation. Data for 1,736 undergraduates and 1,025 graduate students for 1992 through 1997 were used. Analysis of variance and t-tests were used to identify differences on the SAI subscales based on instructor rank, department, year of administration, and semester. Analysis of the data revealed differences on the total rating scale and on each subscale. Post hoc multiple comparisons tests indicated that those at the rank of instructor received higher ratings than full professors. Adjunct faculty ratings were similar to those of full professors. The differences in ratings between faculty members at different ranks varied considerably, however, between departments. There were significant overall differences in ratings between the different academic departments, although some of these differences appeared to be related to whether the courses being rated were undergraduate or graduate level. No significant differences were found between ratings during the fall and spring semesters, between male and female faculty, or across the 7 years of administration. Differences in ratings may be due to factors other than instructional delivery, a finding that may call for further exploration. An appendix contains data tables. (Contains 13 tables and 12 references.) (SLD)