Acting on Mid-Course Feedback
Steps for reflecting and acting on feedback
|Step 1: Reflect on your own|
Recall your goals for conducting MCF. With these in mind (and with an openness to any other information that might surface), review the students’ comments, organize these, and reflect.
|Step 2: Reflect with a colleague|
We encourage you to discuss the feedback with a trusted colleague or someone from the teaching and learning centre (Vancouver CTLT or Okanagan CTL) to get an impartial point of view, particularly on anything that you have concerns about.
|Step 3: Select your actionable changes and plan your response|
Make final decisions about how you will respond to students’ feedback (i.e., what changes are you committed to making? What suggestions are you choosing not to respond to during this course and why?) Determine what you wish to communicate to your students.
|Step 4: Discuss with the students|
It is essential to let students know you read and have reflected on the feedback they provided. Otherwise, they will question the value of taking their time to provide feedback and may choose not to provide feedback in the future.
You could respond during a synchronous class session, via an announcement in Canvas, an asynchronous discussion thread, or create a short video response.
Consider the following points when sharing feedback with students:
UBC faculty example
It is essential to let students know you read and have reflected on the feedback they provided.
In this video, Dr. Farinaz (Naz) Havarei shares her experience on implementing mid-course feedback in her online courses. Naz explains how this is an opportunity to adopt and enforce a learner-centred approach in her teaching — addressing her students’ needs. Otherwise, they will question the value of taking their time to provide feedback and may choose not to provide feedback in the future.
Naz Havarei is an Assistant Professor at the School of Nursing at the University of British Columbia (Vancouver).