As mid-semester approaches, we are presented with a great opportunity to pause and reflect on our courses. Soliciting student feedback gives us a better sense of how students feel about the class and can even help us get to know them better. Student feedback is also a chance to learn what’s working and what might need a tweak. Making even small changes now can have a big impact on the rest of the term.  

Engaging students in reflective feedback helps create a more inclusive, responsive, and effective learning environment. Reflection can encourage students to take a more active role in their learning and identify and advocate for necessary resources and support. Incorporating feedback also demonstrates to students that you are committed to their success. 

What to Ask 

Choose a few questions focused on specific, actionable areas that impact student learning and course engagement. Areas of focus can include the course, in general, or students’ experiences. 

• Clarity of assignments, exams, and study materials 
• Understanding of course content and materials 
• Accessibility of course materials (e.g., Blackboard, readings, exam tools) 
• Perceived workload and time management 
• Helpfulness of grading feedback 
• Desired tools, resources, or types of assistance 
• Awareness of academic supports or campus resources 

Student feedback isn’t limited to a mid-semester check-in. Feedback from students can be useful at any point in the semester, especially when students seem to be struggling. 

How to Ask 

When choosing a method to gather feedback from your students, consider your specific goals, the classroom environment, and the importance of accessibility, honesty, and inclusivity. Think about whether you want to collect general insights from the whole group or follow up with individual students. This will help determine whether anonymous or identifiable feedback is more appropriate for your needs. 

• Online surveys (e.g., Qualtrics) 
• Written feedback 
• Focus groups where students can share feedback collaboratively 
• One-on-one check-ins during office hours or class time 

If you are using online surveys or written feedback, set aside 10–15 minutes of class for students to complete their feedback. Even if it is a quick check-in or low-stakes feedback activity, setting aside class time demonstrates that student feedback is important and valued. 

Outcomes 

Gathering student feedback during the semester allows us to make meaningful adjustments while there’s still time to improve the learning experience. Most importantly, it enables us to support students who may be struggling—before it’s too late in the semester to intervene effectively. 

Make sure to share with your students what you’ve learned and how that will influence the course moving forward. This fosters a culture where feedback is both valued and expected, helping students feel a sense of shared ownership in the course.  

Further Reading 

• Collecting Student Feedback Early and Often from the University of Pittsburgh  
• Course-Correcting Mid-Semester: A Three Question Feedback Survey from Faculty Focus  
• Creating a Cycle of Student Feedback from Edutopia  
• Gathering Student Feedback from Stanford University  
• Leveraging Mid-Quarter Student Feedback to Improve Your Teaching from the University of California, Los Angeles  
• Meeting Menu: An Alternative to Traditional Office Hours from NIU CITL 
• Mid-semester Student Feedback from the University of Nebraska-Lincoln  
• Mid-Term Feedback: Shaping a Better Learning Experience from the University of Michigan  
• Resources for Accessible Teaching from NIU CITL   
• Student Success Tips and Tools from NIU Huskie Academic Success Center  
• The Impact of Student Feedback on Teaching in Higher Education from Assessment & Evaluation in Higher Education 
• The Value of Soliciting Student Feedback from Edutopia  
• Tips on Collecting Mid-Semester Student Feedback from Pomona College  
• Using Surveys and Learning Wrappers in Your Course from Vassar College