CNS Mid-Semester Survey
The Mid-Semester Survey is available for optional use by College of Natural Sciences instructors. It is intended solely for personal instructional improvement and is not collected or used for faculty evaluation — though faculty may choose to include survey results in their FAR and promotion dossiers.
1. Purpose of the Survey
The CNS Mid-Semester Survey aims to:
- Provide faculty with actionable, mid-semester feedback on their teaching methods, course design, and student rapport
- Connect faculty with targeted teaching tips, resources, and professional development recommendations aligned with their identified instructional needs
- Give students a meaningful opportunity to reflect on their own learning
2. How to Administer the Survey
Faculty are encouraged to administer the survey sometime after the first exam. The survey includes a core set of questions along with optional question sets for more extended feedback. Instructors are welcome to customize the survey — adding or removing questions entirely at their discretion.
The links below provide instructions for administering the survey in Canvas, as well as an editable version of the questions for use in a paper-based format or another online survey tool:
3. Interpreting Survey Results / Student Feedback
Reading and interpreting student feedback can be nuanced. When reviewing results, it is important to consider the feedback alongside your own course context and any previous instructional evaluations you have received. The guide below outlines approaches for making sense of common types of feedback — treat it as an opportunity for reflection and growth.
4. Responding to Feedback
After administering the survey, be sure to follow up with your class to acknowledge that you have reviewed their feedback and are taking it seriously. This can be done verbally during class or through a brief email.
While this step may seem simple, it is arguably the most important part of the entire mid-semester survey process. When students see that their voices have been heard and that their instructor is willing to reflect and adapt, it sends a powerful message that they belong in this classroom and that their experience matters.
Research consistently shows that this kind of instructor responsiveness has a significant impact on students' sense of belonging, engagement, and motivation.