Faculty interested in gathering mid-semester feedback about how a course is progressing may consider one of the options listed below. The Center for Faculty Development is also happy to work with faculty to develop alternate assessment approaches that best fit their needs.

All of the following services are voluntary and confidential. The faculty member will have sole ownership of any data, feedback and observations that are generated.

Student Written Feedback

Gathering written mid-semester feedback from students takes little in-class time (about five minutes), yet can generate useful data about students' perceptions of a course. Most often structured around a couple of open-ended questions (i.e., "What is helping you learn in this class?" "What suggestions do you have for improving your learning?"), written feedback can also be used as an opportunity to gather information about a specific aspect of a course (a new textbook or a presentation or writing assignment, for example) or to have students assess their own work in the class (i.e., "Name one thing you could do to improve our class discussions").

What the Center for Faculty Development Will Do

We will work with you to design the feedback form, come to your class to collect the feedback, organize and type up the students' comments, meet with you to discuss the feedback implications and to brainstorm possible ways of addressing them.

Classroom Observations

A good classroom observation should help you assess whether what you want to happen in a class is actually happening. A second set of eyes and ears in the room can help identify how students are responding to different class activities. An objective observer can also note what you're doing to help further your goals for a class, as well as moments where you might be getting in your own way. It is an opportunity that might confirm your perceptions of what is happening in the classroom and to affirm teaching effectiveness.

The Center for Faculty Development approaches classroom observation as a formative, rather than summative, activity. It is aimed to give faculty feedback and to inspire reflection rather than to offer judgment or evaluation. The Center for Faculty Development is happy to observe a class.

What the Center for Faculty Development Will Do

After meeting with you to learn more about your course and any particular concerns you have, Lori or Sue will attend one or two of your class sessions, making detailed notes as to what is happening in class and students' reactions to it. Lori or Sue will then type up observations and discuss them with you. The focus is on identifying what classroom practices appear to be supporting your goals and brainstorming additional strategies for meeting them.

Classroom Videotaping

Videotaping can seem daunting, but it can also provide faculty an invaluable opportunity to assess their own teaching and to see yourself as your students see you.

What the Center for Faculty Development Will Do

We will arrange to have one of your classes videotaped and then will meet with you afterward to view the tape and discuss its implications for your teaching.

Consultation Request

Request a Confidential Conversation or Confidential Classroom Observation by sending an email to faculty.development@metrostate.edu or to Sue.fitzgerald@metrostate.edu or Lori.schroeder@metrostate.edu

Include these items:

  • Name
  • Department/College
  • Course(s) you teach
  • Specify: Online, hybrid or face-to-face
  • The best time to contact you
  • Phone number
  • Email address
  • What would you like to talk about? (For example, innovations in teaching, curriculum development, syllabus design, classroom strategies or management issues, observation, assessment design, student ratings, etc.)
  • Would you like to schedule a classroom observation? What night or day? What location? What course?