You spend hours preparing for class, organizing content, finding examples, designing assessments – but is any of it working? A Curated Class Feedback (CCF) will help you find out!
What it is:
- A voluntary opportunity for instructors to receive specific and anonymous feedback from students about what is working well and what could be improved in the course you are teaching them.
- A confidential report created by a colleague that is shared only with you.
- A compilation of comments from the class; no specific students are identified and all comments are ones the majority of students agree upon.
What it is not:
- A required activity
- An evaluation of your teaching that would be shared with anyone else or used for promotion/tenure/awards.
- An opinion of or evaluation by the facilitator regarding your teaching.
What is required of you:
- 30 minutes of class time around the middle of the semester (you choose the date)
- 30-45 minutes to meet outside of class with the facilitator to review the feedback
- 15 minutes in class to address the feedback process, the feedback, and your response to the feedback, with your students
- Receive specific feedback about what is and is not resonating with your students.
- Have time in the remainder of the semester to strengthen what is working and respond to feedback about what is not working.
- Demonstrate to your students that you value teaching and prioritize their learning
- Enable students to feel heard, which can lead to them investing more effort into your class
How it works:
A trained facilitator will come to your class mid-semester and use 30 minutes of class time to conduct the feedback session with your students. You will leave the class during this feedback session; it’s common to use the last 30 minutes of class for this purpose rather than the first 30 minutes. It’s also common for the facilitator to sit in on the first portion of class to gain some context for what or how you teach, in order to better understand student comments.
After conducting the feedback session, the facilitator will write up a summary of the class’ feedback and send the summary to you within a week. You will meet with the facilitator to discuss the summary within a week. You will address the feedback with your class, focusing on the “what to change” feedback and explaining what changes you are/are not making and why.
How do I sign up to participate?
The Office of Faculty Development will contact all faculty (adjunct, term, tenure-track) after the first month of class to offer slots. Availability is first-come, first-served.
Questions? Contact the the Office of Faculty Development at email@example.com
First, CCF is voluntary, whereas departmental observation likely is not. It is entirely up to you whether you want to participate. Second, this feedback is solely from your students, whereas departmental feedback is from a peer.
Colleagues who have volunteered to be trained to conduct the facilitation. They may be faculty in any department though probably not your own.
The CCF method can be faster for you because the results are already summarized and prioritized. If you get individual feedback from students, you are spending time sorting through the feedback to determine patterns, outliers, and commonalities. Additionally, the CCF method can be enlightening for students. When they give you feedback individually, they don’t see how their feedback compares to the rest of the class. With CCF, students quickly see whether others feel as they do and how unified the class is on certain issues.
Usually no. Facilitators are matched by the CTE based on schedule availability. We prioritize cross-departmental facilitation, since the purpose of the facilitator is to solicit and convey class feedback and not to insert any personal assessment on the instructor’s teaching.