Why ask for early term feedback?  

Suggested process for in-person classes 

Before class 

1. Choose a class session you’ll use to ask for the feedback, ideally not later than the middle of the semester to provide adequate time to make changes. Set aside 5-10 minutes at the start or middle of class to complete the feedback form. 
2. Create your feedback form and make copies or create an online form as needed. You can start with our template [link], which you can modify, for example, to include a question about something specific in your class you’d like feedback on. In all cases, keep it brief! 
3. Plan to set aside 10-15 minutes in the following class to share what you heard from students. 
   

During class 

1. Let students know why you’re collecting feedback and what kind of feedback will help you improve your teaching. For example, you might share that you’re interested in ways their learning is supported, not whether they “like” your course.  
2. Remind students that the form is anonymous, and they should not include their name, unless they’d like you to reach out to them specifically.  
3. Hand out the form (or share a link to an online form) and give students 5-10 minutes to complete it. We suggest using time at the start or middle of class to improve the quality of your feedback; waiting until the end of class means that students might be rushing out the door. 

After class 

1. Set aside some time to review your feedback. 
   
1. Think of your feedback as data you’re analyzing, meaning that you’re focusing on themes rather than individual outliers or comments that only one student makes. If multiple students share similar comments, they’re worth addressing in some way.
   
2. That said, sometimes individual comments from students warrant attention, or are an easy change to make. 
   
3. Note especially what kinds of actions you can take in response to students’ comments. Some comments might be difficult or gratifying to read (e.g., “I hate your hairstyle!” or “best class EVER!”), but there might not be anything you can or want to do about them.
   
4. You can be selective about what changes you want to prioritize. You might not have the capacity to address every single change that a student might want to see, and that’s ok. 
   
5. If you’re not sure what to make of students’ feedback, we encourage you to have a conversation with a colleague, Chair, Dean, or AEI staff member to help you decide what to do. 
   
2. Make a list or a slide that you’ll share with students in the following class, including, for example:
   
1. What’s working in class so far.
2. What you’ll change, based on their feedback.
   
3. What you won’t change, despite what you heard, and why.
   
4. What you heard about what’s working for students. 
   
3. If students offer mixed feedback (e.g., on an assignment), share that with students, along with what you plan to do, if anything. It can be helpful for students to hear that some of their peers disagree or have a different experience.
   
4. Don’t include quotes from individual students or call out individual students’ comments in your follow-up. While it might be tempting to respond especially if a comment is harsh, it’s likely to erode trust with your students and may not achieve what you’re hoping for. Again, reach out to colleagues or AEI if you’d like to discuss especially difficult feedback.   
   
5. Although it seems obvious, make sure that you follow through on the changes you’ve committed to making.
   
6. Document the changes you’re making to your teaching along the way, in a teaching journal, notes document, or “shadow syllabus” (copy of a syllabus that’s annotated with teaching reflections). 

What about asynchronous online classes? 

1. Consider creating an online form that allows students to submit their feedback anonymously. 
   
2. Follow the same general procedure as in-person classes: share with your students why you’re asking for feedback, let them know what kind of feedback will be most useful, and share back with them what changes you’ll make, what changes you won’t, and why. You can share this information with your students via short videos or class announcements. 
   

What if I have questions about early term feedback? 

1. Talk to your colleagues! Some may have implemented early term feedback in their own teaching and may have suggestions for what they find helpful. 
2. Reach out to AEI (aei@saintpaul.edu)! We have substantial experience asking for, and responding to, feedback on teaching, and we hear that it can be helpful to brainstorm ideas or discuss feedback with a neutral, confidential source. 
   

Download the Feedback Form