This seminar from the Academy for Teaching and Learning (ATL) focuses on a critical topic: gathering actionable feedback from students during the semester, not just at the end. Waiting for end-of-course evaluations often means it's too late to make changes for the students currently in the room.
The presenter, an assistant director in STEM Education, shares personal experiences and practical strategies for collecting mid-semester evaluations. She argues this approach not only helps improve teaching but also works to set expectations for students.
The presentation details several practical methods, including:
- A large-scale case study from a general chemistry program involving thousands of students and dozens of teaching assistants (TAs). This system used four separate, anonymous mid-semester evaluations (via Qualtrics) to provide TAs with specific feedback.
- Using the data to create reflection opportunities for TAs, helping them adapt their teaching "here and now."
- Other methods, such as adding feedback questions to exams or conducting informal, anonymous paper surveys directly in class.
The results were significant: student comments became noticeably more positive as they saw their instructors listening and adapting. Furthermore, official university end-of-course evaluation scores improved across the program.
The session also covers the pros and cons of anonymous vs. non-anonymous feedback and how to analyze the data from large classes. The key takeaway is that mid-semester evaluations are a powerful tool for building trust, opening a dialogue with students, and improving the learning environment in real time.