Mid-Term Student Surveys

1. Announcement via Blackboard and Email: CIS staff post the survey in Blackboard as an announcement, which is also emailed to students.
2. QR Code for Live Class Feedback: Faculty can use a QR code during a live session to invite feedback.

Instructors are encouraged to discuss the survey’s significance and response anonymity (unless students self-identify), with their students. The feedback collected is typically shared with instructors approximately one week after the survey. Review the list of questions included in our student surveys.

Some instructors who consult with us hope to enhance student perception data on the ECS. We do not attempt to replicate these questions for a few reasons:

• Our service is provided to aid your current course(s) and extended to those who want to collect additional data and perspectives to inform practice further.
• The survey questions are based on the Community of Inquiry (COI) framework; the results will yield feedback on practices that can be addressed in the short term.
• The survey is non-evaluative; data collected is not intended for use in evaluative procedures.
  

By surveying based on the COI framework, we provide faculty with additional, supplemental information. Thus, our framework assesses a broader set of criteria. We invite you to contact us to discuss strategies for responding to the student survey and ECS data.

Confidentiality. Though survey data will be captured and documented within our office and for you, this is confidential between you and us and will not be shared with your teaching supervisor or others outside of our team.  

A letter documenting your participation can be added to your portfolio to demonstrate your commitment to ongoing reflection on and improvement of your teaching.  It will not contain confidential details of feedback or suggested strategies, as it is intended for public use.  

A collaborative, willing attitude. This feedback is provided in the spirit of friendly collaboration and growth, not from a place of evaluation. We know that teaching practice can feel deeply personal. However, growth often comes from a place of discomfort, so we ask that you also approach this process with an interest in self-reflection and professional growth.

Commitment to the process and implementing related changes. To align with the service objective, we will follow up to gauge related changes in your practice. Our teaching feedback consultation often involves multiple, time-intensive components (consulting, observing, surveying, analyzing data, reporting, etc.), so we ask that you commit to the process and to resulting incremental change.  

References 

Community if Inquiry. (n.d.). Retrieved from https://coi.athabascau.ca/coi-model/

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.