- For information about using the course feedback system to collect mid-course feedback, please review the Syracuse University Resources and Mid-Course Feedback Timeline sections below.
Focus on Teaching and Learning Workshop Session:
Getting the Most Out of Mid-Course Feedback
Students are best at voicing what it is like to be a learner in your course. Requesting and responding to student feedback are integral to creating engaging educational experiences. In this 20-minute asynchronous session, Getting the Most Out of Mid-Course Feedback, you’ll learn more about how to gather and use student feedback to make small changes midway to deepen learning through the rest of the semester. The session also highlights Syracuse University’s online course feedback system which is a new tool you can use to collect student input in regular session courses (i.e., full semester).
Session Overview
In this session, we will explore:
-
- Benefits of mid-course feedback
- Good practices for creating an instrument and collecting responses
- Using the course feedback system for mid-course feedback
- Processing student responses and determining possible changes
- Communicating with your students about the results and adjustments you intend to make
Session Materials (Recording and Slides)
- View the recording.
- Download session slides.
Syracuse University Resources
- Consult with CTLE staff on how to interpret and respond to the feedback you receive in a private, one-on-one Zoom session.
- Contact the IEA course feedback team or visit the IEA website if you have any questions or would like more information about the University’s course feedback framework.
- Download a pdf of step-by-step instructions for creating a mid-course survey and attaching it to your courses.
- Instructors can create their own questions or choose from the mid-course feedback item banks:
- Receiving and Responding to Mid-Course Feedback in Answers.syr.edu
- Guide for Interpreting Mid-Course Feedback, Focus on Teaching and Learning
Mid-Course Feedback Timeline
Build
Starting at 9 a.m. on 10/3/2022 and ending 11:59 p.m. on 10/16/2022
Custom surveys can be attached to regular session courses in the two weeks prior to the survey opening date (10/17/2022).
Administer
Starting at 9 a.m. on 10/17/2022
and ending 11:59 p.m. on 10/23/2022
The survey window for students to provide mid-course feedback in the system is one week. Students will receive an email from "Syracuse University Course Feedback" about the open feedback window. They will receive reminders every three days if they do not immediately respond. When they log in to Blackboard, they will see a notification there as well.
Learn
Starting at 12:01 a.m. on 10/24/2022
Instructors access and download results within the course feedback system. Results are available to instructors only.
Sources
- Buskist, C., & Hogan, J. (2010). She needs a haircut and a new pair of shoes: Handling those pesky course evaluations. The Journal of Effective Teaching 10 (1), 51-56.
- Center for Teaching Excellence, Duquesne University, Benefits, Impact and Process of Early Course Evaluations.
- Keutzer, C. (1993). Midterm evaluation of teaching provides helpful feedback to instructors. Teaching of Psychology 20 (4), 238-240.Marx, R. (2019).
- Soliciting and utilizing mid-semester feedback. Vanderbilt University Center for Teaching.
- McGowen, W.R. & Osgathorpe, R.T. (2011). Student and faculty perceptions of effects of midcourse evaluation. To Improve the Academy 29, 160-172.
Session Overview
In this session, we will explore:
-
- Benefits of mid-course feedback
- Good practices for creating an instrument and collecting responses
- Using the course feedback system for mid-course feedback
- Processing student responses and determining possible changes
- Communicating with your students about the results and adjustments you intend to make
Session Materials (Recording and Slides)
- View the recording.
- Download session slides.
Syracuse University Resources
- Consult with CTLE staff on how to interpret and respond to the feedback you receive in a private, one-on-one Zoom session.
- Contact the IEA course feedback team or visit the IEA website if you have any questions or would like more information about the University’s course feedback framework.
- Download a pdf of step-by-step instructions for creating a mid-course survey and attaching it to your courses.
- Instructors can create their own questions or choose from the mid-course feedback item banks:
- Receiving and Responding to Mid-Course Feedback in Answers.syr.edu
- Guide for Interpreting Mid-Course Feedback, Focus on Teaching and Learning
Mid-Course Feedback Timeline
| Build | Starting at 9 a.m. on 10/3/2022 and ending 11:59 p.m. on 10/16/2022 | Custom surveys can be attached to regular session courses in the two weeks prior to the survey opening date (10/17/2022). |
| Administer | Starting at 9 a.m. on 10/17/2022 and ending 11:59 p.m. on 10/23/2022 |
The survey window for students to provide mid-course feedback in the system is one week. Students will receive an email from "Syracuse University Course Feedback" about the open feedback window. They will receive reminders every three days if they do not immediately respond. When they log in to Blackboard, they will see a notification there as well. |
| Learn | Starting at 12:01 a.m. on 10/24/2022 | Instructors access and download results within the course feedback system. Results are available to instructors only. |
Sources
- Buskist, C., & Hogan, J. (2010). She needs a haircut and a new pair of shoes: Handling those pesky course evaluations. The Journal of Effective Teaching 10 (1), 51-56.
- Center for Teaching Excellence, Duquesne University, Benefits, Impact and Process of Early Course Evaluations.
- Keutzer, C. (1993). Midterm evaluation of teaching provides helpful feedback to instructors. Teaching of Psychology 20 (4), 238-240.Marx, R. (2019).
- Soliciting and utilizing mid-semester feedback. Vanderbilt University Center for Teaching.
- McGowen, W.R. & Osgathorpe, R.T. (2011). Student and faculty perceptions of effects of midcourse evaluation. To Improve the Academy 29, 160-172.
This asynchronous session is part of the Focus on Teaching and Learning (FOTL) Lunch and Learn Series, a collaborative effort between the Center for Teaching and Learning Excellence (CTLE) and Institutional Effectiveness and Assessment (IEA). To learn more about upcoming sessions and explore prior presentation materials, visit the FOTL webpage.