The Center for Teaching and Learning (CTL) is very excited to invite faculty to participate in the Fall Mid-Semester Feedback (MSF) Program.  As you are creating your course schedules, this is a perfect time to make a request through our simple MSF Request Form. This valuable opportunity solicits anonymous feedback from students and faculty about their course experience at or around mid-semester. The student feedback allows for possible positive changes to support students’ learning.  This incredible discovery process has been shown to improve teaching and student learning, as well as improve higher overall course evaluations at the end of term (Cohen, 1980; Murray, 2007).

The MSF process includes trained HSU graduate students who meet with the instructor to discuss what they hope to discover at mid-semester. The graduate students facilitate student feedback groups (~ 20-30 minutes of class time) and provide a detailed report of the anonymous feedback to the instructor. As a follow-up, faculty may choose to set up a consultation with the CTL to discuss resources and strategies for desired course changes. At the end of the semester, the graduate student will return to your class (~5 minutes) and conduct the “Last Class Interview” to discuss MSF outcomes and obtain additional student feedback to close the loop in the feedback process. Participation in MSF is confidential and not associated with the evaluation of teaching effectiveness.

To request a Mid-Semester Feedback session, please fill out the brief MSF Request Form and the CTL will contact you to confirm your date. 

Contact information: ctl@humboldt.edu • 707.826.4461 • https://ctl.humboldt.edu/content/mid-semester-feedback-program

Cohen, P.A. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13(4), 321–341.

Murray, H. G. (2007). Low-inference teaching behaviors and college teaching effectiveness: Recent developments and controversies. In R. P. Perry & J. C. Smart (Eds.), The scholarship of