Responding to Mid-Semester Student Feedback Pew FTLC Fall Teaching Conference, August 21, 2013

Mid-semester feedback makes a difference.  “Considerable research shows that gathering feedback throughout the term allows an instructor to improve even very challenging classes, strengthen student learning, enhance student motivation, and positively alter student attitudes toward the instructor and course, as reflected in end-of-term student ratings.” (Cohen, 1980; Fabry et al, 1990; Marincovich, 1999; Overall and Marsh, 1979; Rando and Lenze, 1994; Svinicki, 2001)

Additional Faculty Benefits  Reflect  Refocus  Reinvigorate

Who gathers student feedback?  Collect your own feedback.  Invite a colleague to your classroom to interview your class and collect feedback.  Schedule a Pew FTLC Mid-Semester Interview about Teaching (MIT).

Benefits of Consultation Research shows that faculty who receive expert consultation are more likely to improve their teaching. (Brinko, 1991; Cohen, 1980; Marincovich, 1999)  Consultation can include:  Review your teaching materials (assigned reading, exams, homework assignments).  See examples of others’ teaching materials.  Brainstorm ideas for improving your teaching practice.  Request a classroom observation as follow-up.

When to gather student feedback?  New course – 3 to 4 weeks into the semester  Familiar course – mid-semester  Avoid eliciting feedback right after midterm exam.

How to gather student feedback?  3x5 cards (collect as ticket out the door)  Brief in-class questionnaire  Online questionnaire (Blackboard)  Postcard/ /Letter to the teacher  Old-fashioned “Suggestion Box”

Strategies for gathering useful student feedback  Open-ended questions  Helps/Hinders/Suggestions  Start/Stop/Continue  Specific questions to address an area of concern  Use prompts (i.e. Do you have suggestions to promote more discussion in class?)  Use an existing template  Inform the students of your intent  Voluntary process  Desire to improve

(cont.) Strategies for gathering useful student feedback  Let the students know how you plan to use the data.  Give examples of data from other semesters.  Indicate how past data led to change.  Give students time to discuss with each other.  Guarantee anonymity.  Leave the room for discussion.  Have a student or colleague collect and deliver the data to you.

How to organize student feedback?  Begin by focusing on the positive comments.  Look for patterns in the “negative” comments.  Do not give undue significance to single comments.  Group suggestions into three categories:  those you can change this term  those that must wait until the next time the course is offered  those that you either cannot or will not change

Tips for responding to students’ feedback  Respond quickly (i.e. next class period).  Select a response method (i.e. class discussion, handout, graphs/charts, post summary on class website).  Respond thoughtfully (i.e. address all areas of feedback, do not ignore uncomfortable data).  Respond professionally (i.e. thank students, avoid sounding defensive, indignant, unduly apologetic).

Scenario #1 The class response is divided 60/ percent of the class feels that the course content is too difficult to comprehend. They are “unable to complete the reading outside of class because the text is too difficult”, “worried about the exam” and “feeling generally lost.” Several students commented that a certain assignment was “pointless and a waste of time.” 40 percent of the class agrees that the class is “rigorous”, but they love the content and pace. They appreciate that the professor “makes it all clear in her lectures.”

Scenario #2  Most feedback is extremely positive about the content and delivery of the material. Many students describe the professor as “no nonsense,” “intolerant of lazy behavior,” and having “high expectations” and “a passion for the subject.” Four students describe the professor as “intimidating,” “scary” and “rude.” They go on to explain that they are afraid to go to office hours and “hate being called on in class for fear of being shot down by the professor.”

Scenario #3  A majority of the class complains that the powerpoint slides, while tremendously helpful in class, are not made available to the students outside of class. The students recognize that the professor does not post them because he wants students to attend class, but they argue that those who show up for class are wasting their time copying them down. The professor has explained to the class that writing down the notes helps them retain the information better.

Scenario #4 What HELPS your learning?  Teacher’s enthusiasm; excellent at encouraging students  She makes us feel comfortable  Interactive with students  Fast grader  Partner work helps us learn better  Repetition of important concepts is helpful  Quizzes help prepare us for the exam What HINDERS your learning?  Too much review  Class is too easy. Need to be challenged.  She focuses too much on the basics.

Resource “Tools for Teaching” by Barbara Gross Davis (2009)