In response to the added challenges of the semester, CATL has procured limited access to a tool for converting and importing “quizzes” (or exams) to Canvas. The tool converts a formatted text document (.txt, .rtf, or Word) into a Canvas quiz.
Use this form (instructor login required) to submit a link to the intended course and your documents of 20 or more questions for CATL to convert and upload. Note that depending on the volume of requests, it may take some time for CATL to process your document. We will upload your exam directly into Canvas in the Quizzes area. The confirmation message that the exam is available will include information on how to finish applying settings and making the exam available to students.
How have you collected feedback from students at mid-semester? Do you have some advice to share about how to increase student engagement with the process? What has been effective when you do make changes? Have you found students are responsive to those changes you are able to implement?
For those of you who’ve done self-reflective work with students—have you found certain techniques (like those below) particularly effective? Are there others we’re missing? We’re sure of it—please share!
Feel free to drop a public comment below, or, if you’d prefer a closed conversation with colleagues (on this topic or any other), UW-Green Bay instructors and staff can join us in the Solidarity Café.
… and we’re here to help!
Have you been wondering if the ways you’re engaging your students in the first half of the semester have been effective from the student perspective? Collecting feedback from your students is a great way to find out! To do this we have a few models that may provide useful insight into how you can help students meet the course learning outcomes.
Why might you wish to collect feedback now?
This semester is unique, so you may find that what you’ve done in the past isn’t hitting its mark—gathering feedback at mid-semester allows instructors to:
make sure that course lessons connected with students
find out where students need support
discover the impact of instructional changes you’ve made this semester before summative course evaluations
uncover changes that you may yet want to make for this semester
avoid surprises in end-of-semester evaluations
What are some of the best practices for collecting feedback from students, mid-semester?
CATL interviewedKris Vespia, Associate Professor in the Psychology department to answer this question. Additionally, Todd Dresser reviews how to create a survey within Canvas.
How should I ask students for this kind of feedback?
We have a few models and sample surveys you can download and import into your Canvas courses. Surveys in Canvas are a special kind of “quiz” that has unique options available. If you’re unsure how to import Canvas resources into your class, see these instructions. For information on how to retrieve survey results in Canvas, see this resource.
You may wish to distribute a short survey which asks students to discuss their own preparation for class in addition to their experience with the instructor and with the course material.
CATL is currently refining a process that allows for instructors to benefit from feedback generated through a small group discussion. This process involves a neutral third party, a CATL staff member, conducting a form of a focus group with students. This would likely take 15-20 minutes. The feedback from the students is then synthesized and communicated to the instructor.
Process adapted from Northeastern University’s Center for Advancing Teaching and Learning Through Research
The steps in this process are:
The instructor and CATL staff member meet virtually to discuss goals and agree on questions for the session.
The consultant visits the class or a group of students from the class virtually. The instructor introduces the CATL staff member and explains that they have asked them to gather feedback, then leaves the virtual meeting.
Students are asked to compile responses to one question. For large classes, students are divided into small groups. The groups then report out while the CATL staff member records responses. This process is repeated for each question.
The CATL staff member synthesizes the feedback and reports back to the instructor. They may discuss how the data can inform teaching practices at this point.
The benefits of this process include:
The feedback is being gathered by a neutral third party, which may encourage honesty among students.
The consultant can help you shape the questions asked of students and interpret results.
If you’re interested in piloting feedback focus groups, or would like more information about designing or implementing mid-semester evaluations, please email CATL@UWGB.EDU.
Helping students self-reflect
Mid-semester is also a time in which you can help your students critically self-reflect on their own actions for their performance at this point in the course. Here are some questions to help frame the ways you’d like students to think metacognitively about their choices throughout the semester:
What do students have the ability to change going forward in the course?
Where might students improve their time management?
Might there be a place for peer-to-peer feedback that could help build community and increase personal responsibility?
What types of assessments might students need to better prepare in order to be successful in the course?
What are some strategies you can provide to students to help them get back on track? Self-reflection, metacognitive exercises, and exam debriefings are a few of the strategies that other teaching and learning centers have created resources around:
CATL continues to add to the Teaching Toolbox: a suite of resources to help you build and carry out your courses.
In this section of the new CATL Resources site, we’ve created some guides to help you think about how you might wish to use technology to support your learning outcomes and pedagogy. We’ve created technology guides for things like Collaborate Ultra, VoiceThread, Kaltura My Media Video Recording, Video Quizzes, and more!
In this section, we’ve created some resources about how to teach when the center of gravity for your courses may be in flux due to the nature of the Fall 2020 semester. Some pages include things like optional attendance policies, interpersonal activities, equity challenges, and preserving class community. We’ve also created pages around “Practical Hybrid Course Tips” andhow to “Navigate masked in-person and online group work.”
This post is just a reminder that CATL has a collection of “syllabus snippets” available as you craft your syllabus for the fall. Please note the new addition: a snippet for a Policy on Children in Virtual Sessions care of the UW System caregiving task force.
Marketing and University Communication, CL 820 UW-Green Bay, 2420 Nicolet Drive Green Bay, WI54311-7001