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Faculty Development


Many faculty members at Berea ask for anonymous student feedback about learning at midterm for several reasons:

  • End-of-course teaching evaluations are mandatory, high-stakes and administered at the institutional level. Midterm feedback options are:
    • Instructor-driven and tailored to a specific context,
    • Confidential and outside of the formal faculty evaluation process
    • Helpful to determine what, when and how students are learning what you deem most important
    • Valuable for making adjustments midstream if necessary,
    • Useful for communicating your goals for students’ learning or clarifying pedagogical choices.
  • They can also support student learning and encourage motivation, serving as a means
    • To engender student reflection on learning and on their own strategies and levels of effort
    • To signal to students that they play a critical role in the educational process
    • To communicate that their perspectives matter. Just asking and being responsive has that potential, even when you don’t make all adjustments requested.


Many formats are available to you:

Follow Up

Regardless of what format you choose, it’s important to follow up after the feedback collection. In a conversation in the next class period, be sure to discuss:

  1. Key themes you have heard
  2. Any changes you would make as a result
  3. Clarifications about misunderstandings (of content or approach) or your rationale for particular instructional choices.