Teaching Feedback

 

question mark iconWhat

Teaching feedback is a crucial element in effective instruction. Research suggests that independent of format, mid-semester teaching evaluations favorably affect student perception of the overall learning environment, resulting in higher end-of-semester ratings of instruction (Hurney, Harris, Bates, & Kruck, 2014). The Biggio Center’s teaching feedback opportunities help you improve your teaching by providing valuable information on your teaching effectiveness to supplement end of semester AU eValuate surveys and empower evidence-based teaching innovations.

group iconWho

Our services are open to all Auburn faculty and GTAs teaching on or off campus. Please only request one Course Observation or Small-Group Instructional Feedback service per semester. If further feedback is desired, consider requesting the Mid-Semester Teaching Feedback Survey.

conversation iconTypes of Consultations

The Biggio Center offers six types of teaching feedback services that fall under two categories:

  1. Students-to-Instructor – These feedback sessions are facilitated by a Biggio Center consultant around the midpoint of the semester (weeks 6 to 9 of any given semester).
  2. Peer-to-Peer – These observations are conducted by a Biggio Center consultant at any time during the semester.

 

Do you want feedback from your students in order to make changes to this class this semester?

If so, you may be interested in one of our students-to-instructor feedback services. Explore your options below and request one using the form at the bottom of the page.

 

Students-to-Instructor Feedback Services:

  • Small Group Instructional Feedback (SGIF) – For small to medium sized classes (3 to 75 students). These are 30 minute student feedback focus groups led by a Biggio Center consultant conducted at the end of one class period during mid-semester. Includes a 30 minute follow-up consultation with the Biggio Center consultant. Only available during mid-semester (weeks 6 to 9 of any given semester).
  • Mid-Semester Teaching Feedback Survey (MSTFS) – For large courses or any course where 30 minutes cannot be sacrificed. Biggio staff creates a teaching feedback survey for a specific class. Faculty distribute the survey link to students. The survey remains open for 1 to 2 weeks. A follow-up consultation is optional. Only available during mid-semester (weeks 6 to 9 of any given semester).
  • Online Course Instructional Feedback (OCIF) – For online courses of any size. Biggio staff creates a teaching feedback survey for a specific class. Faculty distribute the survey link to students. A follow-up consultation is optional (online or in person). Available at any time during the semester, however we highly encourage seeking student feedback during mid-semester (week 6-9 of any given semester).

 

Do you want feedback from a teaching and learning professional on your course design or your teaching in general rather than on the experience of one specific class?

If so, you may be interested in one of our peer-to-peer observation services. Explore these services below and request one using the form at the bottom of the page.

 

Peer-to-Peer Observation Services:

  • Course Observation (CO) – For any size course. This service consists of a 30-minute preliminary phone consultation with the observer, an in-class observation up to 2 hours, and a 30-minute follow-up consultation. Available at any time during the semester.
  • Online Course Review (OCR) – For any online course. An instructional designer will review your online course using the Quality Matters rubric and conduct a 30-minute follow-up consultation (online or in person). Available at any time during the semester.
  • Classroom Observation Protocol for Undergraduate STEM Courses (COPUS) – For undergraduate, large lecture STEM courses only. A trained consultant will attend one or more classes, record observations using the COPUS protocol, and conduct a 30-minute follow-up consultation to discuss the data. Available at any time during the semester.

Works Cited

Hurney, C., Harris, N., Bates Prins, S., & Kruck, S. E. (2014). The Impact of a Learner-Centered, Mid-Semester Course Evaluation on Students. The Journal of Faculty Development, 28(3), 55-62.

 

computer icon Request Teaching Feedback

 

Fall 2017 Rev | Instructional Feedback Request
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Schedule Your In-Class Observation

Schedule Your Follow-Up Consultation


If you encounter any technical difficulties with this form, please email your feedback request information to kat0031@auburn.edu to have your request added.

 

Last modified: August 5, 2019