Each semester we ask students to evaluate their courses and instructors using a questionnaire called the Faculty Course Questionnaires (FCQ ). There has been much research on the efficacy of course questionnaires and the demonstrable flaws of these instruments as a tool for faculty evaluation, including the potential for bias (also see). When used constructively and appropriately, however, FCQs can provide individual faculty members insights into the experiences of students in their classes. Data gathered from FCQs can be viewed as a type of formative feedback (rather than summative) that allows faculty to reflect on their role in creating learning experiences for students and guide their efforts at strengthening their teaching practices.
The goal of this website is to help faculty translate course feedback gathered through the Faculty Course Questionnaire (FCQ) into actionable steps to improve student learning. Each of the new FCQ questions listed below is hyperlinked to a list of concrete evidence-based suggestions and resources that will support faculty in the work they do as educators.
Watch this quick and helpful video to learn how to access your FCQ's and answer all your FCQ/Dossier questions.
Learn more about Dossiers, with the Center for Faculty Development & Advancement.
As the FCQ program moves to an online platform, instructors have voiced concerns about the possibility of lower online response rates. In an effort to address these concerns, the FCQ program has provided the 7-minute video training below, and also a list of quick tips that instructors can implement in their classes.
Examine how your background and experiences have shaped your perspective of your own and others' cultural identity.
Discern the impact of explicit and implicit messages on students.\
Incorporate diversity into your curriculum.
Create a supportive classroom environment.
Teach students how best to learn in your discipline.
Connect learning to students' interests and lives.
Provide students with some choice and control.
Help students develop a sense that they can master the material.
Communicate your confidence in students' ability to learn.
Develop familiarity with learning resources on campus and share them with students.
Solicit mid-semester feedback from students.
Find out what is, and what is not working for students by soliciting mid-semester feedback.
Build student reflection into your class.
Help students to value the process of learning.
Deepen your own understanding of why including diverse scholars on your syllabus is important.
With a heightened awareness of the importance of this work, move forward with the selection of specifics actions you will take to strengthen an inclusive classroom environment abound.
Review each of the following sites and select strategies that best fit your teaching style and context
In the wake of incidents of hate, bias and discrimination on campus or in the wider community, be ready to respond.
Rely on proven strategies to assist you in responding to hate speech on campus and in the classroom at these two links. Responding to Incidents of hate Speech & The Role of Teaching in Responding to Racism.
Teaching students how to read, interpret and question graphs, maps and charts is a key 21st-century skill.
Bring the data in your discipline to life with engaging visuals representations.
Consider what you need to do to creatively and effectively incorporate writing and speaking assignments into your courses.
Ensure proactive planning for online writing assignments.
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