Quick pulse check – Course evaluations are not just for the end of the semester. Real-time assessments or check-ins can provide you with valuable information on how the course is going for your students thus far. Questions could range from “What’s going well in our classroom?” or “What’s one thing that could make our learning better?” to simply “How are you?” Students could appreciate this last question the most, as it demonstrates your care for not only their progression in the course but also their well-being.These check-ins could take different forms and modalities (e.g., on Canvas, or at the beginning or end of class using tools such as email or Poll Everywhere). See Stanford Education and NC State Teaching Resources for more information.Receive and reflect on this feedback, but remember you don’t have to change everything! For example, students may say “there’s too much reading!” This may be an opportunity to discuss with them the conventions of your field (which is part of what we’re teaching) and how much reading scholars in your field do.
Revisit expectations and campus resources – The beginning of the semester is an information overload for students and they may not remember everything from your syllabus. Now that everyone has settled in and you have some feedback, this is a great time to remind students of course expectations. It’s essential to review guidelines, explain why they matter, and why certain things cannot be changed. You may decide to revisit your syllabus and other course guidelines and spend some time mapping the syllabus or doing peer-to-peer syllabus learning (Inside Higher Ed has great information on how to do so).This is also a great opportunity to revisit and refer to campus resources, as students gain a better understanding of what they may need to be successful. Offices and centers like OARS, Counseling & Psychological Services, Academic Success Coaching, and the Communication Lab could be great partners in preparing students for midterms and the rest of the semester. |