Student Surveys

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What is a Student Survey? 

We offer student surveys, or learner feedback collected by CIS staff via online survey, to educators teaching in any location or format. These are generally posted in Blackboard along with the recommendation that educators talk about the survey and the importance of them to their learners.  

On What Criteria Do We Survey? 

To provide transparency regarding what we look to observe in effective teaching practice, we provide you with the framework for our observations. Non-evaluative observations are conducted using Garrison, Anderson & Archer’s (2000) Community of Inquiry (COI) framework by observing three presences: social, teaching, and cognitive. The COI framework, designed as a lens in which to view teaching and learning effectiveness, and allows educators to leverage the power of communities in the classroom.  


Why Not Survey on the Same Criteria as the SOS/EOC? 

This is a valid question. Some educators who consult with us hope to enhance student perception data on the student opinion surveys used at the Mt. Pleasant campus or the End-of-Course Surveys used for online and offsite courses. We do not attempt to replicate those tools for a few reasons:

  • Our service is provided to aid your current course(s) and extended to those who want to collect additional data and perspectives to inform practice further.
  • The survey questions are based on the Community of Inquiry (COI) framework; the results will yield feedback on practices that can be addressed in the short term.
  • The survey is non-evaluative; data collected are not intended for use in evaluative procedures.
By surveying based on the COI framework, we provide faculty with additional, supplemental information. Thus, our framework assesses a broader set of criteria. We invite you to request a consultation with us to talk about strategies for responding to the Teaching Feedback survey and SOS/EOC data.

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What We Offer You  

Confidentiality. Though survey data will be captured and documented within our office and for you, this is confidential between you and us and will not be shared with your teaching supervisor or others outside of our team.  

A letter documenting your participation. This can be added to your portfolio to demonstrate your commitment to ongoing reflection on and improvement of your teaching.  It will not contain confidential details of feedback or suggested strategies, as it is intended for public use.  

What We Ask in Return  

A collaborative, willing attitude. This feedback is provided in the spirit of friendly collaboration and growth, not from a place of evaluation. We know that teaching practice can feel deeply personal. However, growth often comes from a place of discomfort, so, we ask that you also approach this process with interests in self-reflection and professional growth.     

Commitment to the process and implementing related changes. To align with the service objective, we will follow up to gauge related changes in your practice. Our teaching feedback consultation often involves multiple, time-intensive components (consulting, observing, surveying, analyzing data, reporting, etc.), so we ask that you commit to the process and to resulting incremental change.  

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ReferRefer 

Community if Inquiry. (n.d.). Retrieved from https://coi.athabascau.ca/coi-model/
 
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105.