- About CEE
- A student’s perspective: How two instructors created connection online
- Welcome to your new Zoom classroom
- Kevin Lam: “Students appreciate every little thing we do that shows that we care”
- Sheri Fabian: “I embraced a flexible approach”
- Sarah Johnson: “The biggest change I made was to switch to asynchronous delivery”
- Nicky Didicher: “I’m finding my job less exhilarating”
- Mark Lechner: “You have to be OK with things going sideways”
- Nienke van Houten: “They really valued my clear and upfront approach”
- How can we support remote instruction at SFU?
- Crowdmark: A more efficient way to grade student assessments
- The unexpected benefits of a shorter syllabus
- Photo gallery: Talking shop at Teaching Matters
- Watch the video: Faculty members discuss SFU's new instructor-led online course model
- Bridges and booster rockets: CEE's new senior director talks about teaching support
- Meet the Centre for Educational Excellence leadership team
- A biology instructor rethought her students’ role—and her own
- Photo gallery: SFU’s 24th Annual Spring TA/TM Day
- Photo gallery: SFU's 9th Annual Winter Warm-up
- If you build it, will they come?
- “My students didn’t look like they were having fun”: Three additions to the TA/TM Stories podcast series
- View the furniture, share your thoughts—online
- An upgraded Canvas Gradebook is coming in January
- Share your thoughts on the furniture in SFU classrooms
- DEMOfest presenter slides
- Photo gallery: 5th Annual DEMOfest
- Teamwork needs to be taught
- TA/TM Stories: Three new podcasts explore the teaching experiences of grad students
- Can it be done? A math instructor attempts to indigenize her course
- Answers to your questions about SFU's new approach to online education
- Photo gallery: The CEE Open House
- Do you know your faculty teaching fellow?
- Instructor-led online courses: How one faculty member prepared for the new model
- Photo gallery: SFU's 34th Annual Fall TA/TM Day draws a crowd
- Connecting people and crossing artificial divides: An interview with Elizabeth Elle
- Sessional instructors can now be included in online course evaluations
- Don't say this to your class—a student shares his experience
- How one lecturer is using podcasts to make course concepts more real in her online course
- Photo gallery: Rain, burgers and smiles at the 2019 President's Employee BBQ
- Five questions and answers about the creation of CEE
- A redesign made this course more engaging for students—and the instructor
- CPUTL: A graduate student describes her experience
- Course and curriculum support
- External professional development opportunities
- Learning and teaching technology
- Multilingual learners
- Remote teaching support
- Teaching and learning inquiry
- CEE Staff Login
What to consider
Reflection is essential to your continued growth as a teacher. Although you can infer which activities, lessons, discussions, etc., were most beneficial for learning, soliciting your students’ perspectives can help you make improvements both to your course and to your own practice.
Gathering and analyzing student feedback allows you to learn about how your students are experiencing the course and demonstrates to students that their opinions are valued and important to you. In the remote teaching environment, it is harder to gather the immediate feedback that instructors receive in face-to-face environments, such as visual cues of understanding (nods, smiles, etc.). However, there are other ways to gather feedback about both immediate and future needs. The type of feedback you solicit will depend on your answers to the following questions:
- What are the core concepts of the course that students might be struggling with?
Identifying these threshold concepts and gathering information on student understanding will help you scaffold their learning throughout the course.
- What aspects of the course are you willing to change?
Not all course elements can be changed during the term, but asking students for their input on those that you are willing or able to change could inform how you proceed.
- What kind of feedback will best inform your teaching?
Quantitative feedback will give you summary statistics, whereas qualitative feedback will give you richer information. Anonymous feedback could yield more honest responses, whereas named feedback can reveal which students you may want to reach out to.
What are the options?
Find out which technologies and levels of access your students have so that you can prepare appropriately. Use SFU’s licensed SurveyMonkey or WebSurvey tools to create in-depth surveys or use the Canvas Quiz tool, which can allow for anonymous surveys through the “Graded Survey” or “Ungraded Survey” functions. Instructors at Rutgers University developed this template of possible questions.
Minute papers are useful to gauge “muddy points” and identify where students are in their understanding at key points throughout the term.
Mentimeter is a popular (and free) online response-gathering system that allows you to ask a variety of questions and gather qualitative data.
SFU’s end-of-term online course evaluations (SETC program) are one option for collecting, analyzing and reflecting on student feedback about your teaching and course. SETC resources can help you collect feedback using different methods and timepoints in the semester.
To research specific aspects of your course and how they impact student learning, you may apply for a Teaching and Learning Development Grant to take a deeper dive with an inquiry approach.
- 21 Great Reflection Questions that Add Depth to Student Learning | Blog post, Presence.io
- The Canvas shell on Effective Remote Instruction by the Centre for Educational Excellence includes more information and ideas for gathering feedback.
- 50 Classroom Assessment Techniques | Web page, University of Kentucky, Center for the Enhancement of Learning & Teaching