Céleste M. Grimard


Effective feedback is timely, constructive, concrete, descriptive, meaningful, and credible. Yet, universities rely on end-of-course quantitative student evaluations of teaching (SETs) in broad categories to measure teaching effectiveness, in part for evaluation purposes but also as a means of improving instruction. Research points to the well disputed validity and impact of SETs, and a few alternatives are available. Mid-semester questionnaires and “minute papers” offer instructors more opportunity to make “course corrections” midway through a course. Although these formative evaluations are an improvement over SETs in terms of their timeliness and instructors’ ability to act on them, they have their own set of limitations. This paper describes a simple process that allows instructors to continuously improve their courses: holding brief, informal student feedback team meetings after every class. Through this mutual sharing of perspectives, dialogue, and reciprocal flow of influence, instructors model openness to feedback and learning from experience to their students. As such, this approach is particularly valuable for courses employing experiential learning methods. 


experiential learning, feedback, leadership, student evaluation of teaching

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