Tag Archives: student evaluations of teaching

Mid-Semester Evaluations: The Whys & Hows

Steve Volk, October 10, 2017
Contact: svolk@oberlin.edu

(Note: This is a slightly edited version of an article that was published on Oct. 7, 2013.)

Unidentified Women’s College (Boston Public Library) – Flickr Creative Commons

Mid-semester evaluations are not required, but precisely because they are formative in nature and relate to an on-going course, they can provide valuable information that allows us to make small changes to a course to improve student learning. These formative evaluations can also warn us of things we’re doing that might actually get in the way of student learning. And, finally, they afford another opportunity to discuss our pedagogical objectives and learning goals with our students.

Here are some suggestions: 


Probably the best time to hand out mid-semester evaluations is during the week (or two) before break. The last class before break is usually not a good time (students might have already left for break in mind, body or both). It is also nice to have the break to read over the responses and come to the first class after break prepared to discuss the evaluations with your students.

The Evaluation Instrument

There are a wide variety of questionnaires that you can use. You’ll find examples from 2-8 questions in length at the end of this article. In general, however, I’d advise you to:

(1) Keep it simple.

(2) Try to elicit narrative rather than relying on quantitative (1-5) scales. Getting, say, a “4” on a particular question really doesn’t tell you what you need to know in the middle of the semester (other than that you’re doing “ok”), and these evaluations are designed to give you different kinds of information.

One example of a simple evaluation is to ask just three questions:

  1. What has helped your learning in the course so far? (Prompt the students to be specific: think about lectures, reading assignments, written works, instructions given for any or all of those, discussions, etc.)
  2. What has gotten in the way of your learning so far? (Encourage the students to focus only on those things that you, the teacher, can actually control, not class time, chairs that are stapled to the floor, or dreary lighting.)
  3. What, if anything, would you like to see changed in the second half of the course?

You can also ask self-evaluative questions that are intended both to give you a sense of what the students in your class are doing to prepare for classes as well as helping them think about their own learning:

  1. How much time do you spend on the class, on average, per week?
  2. Are you getting to all the reading? Do you feel that you are spending sufficient time doing reading (or other homework)?
  3. How do you feel about your performance in the class so far? If you are not satisfied, how can you approach it differently in the second half?

billsoPhoto (Flickr-Creative Commons)

Handing out the Evaluation Form

Unlike end of semester SETs, there are no specific requirements for how you distribute the mid-semester evaluation, but some simple rules can help:

  1. Reserve in class time for students to fill out the evaluation form. Forms that they take with them to complete outside of class largely won’t be returned. It should take 10-15 minutes of class time.
  2. Tell students what the mid-semester evaluation is about: a chance for you, as instructor, to take the pulse of the class and for them, the students, to evaluate their own learning. It’s not a popularity contest (you’re not asking if they like you), and it’s not an end-of-semester “how-did-it-all-go” survey.
  3. Hand it out and then leave the class, having arranged for a student to pick up the forms, put them in an envelope, and either give them to you or drop them with a department AA. Even mid-semester evaluations should be anonymous. Since most work in most classes is done on computers, there is very little likelihood that you will recognize any student’s handwriting. If your class is very small (e.g. 5 students), you might just ask them how they think such an evaluation process should go.

Alternative Modes to Gather Mid-Semester Evaluations

Because the Squeaky Wheel Should Not Always Get the Grease: A Different Way to Conduct Mid-Semester Evaluations

Analyzing Mid-Semester Evaluations

The central issues with mid-semester evaluations are figuring out (a) what you can change now and what will have to wait until next semester; and (b) what you should change that students find problematic and what you should keep because they’re are important to what you do.

When you read the evaluations, I would recommend first reading the positive comments (what’s going well) before the negative comments because it is too easy to be swayed by the negative and not be able to see what is going well.

Depending on the size of the class, either certain themes will emerge right away or you will need to break the comments into categories in order to track them. For each comment a student has written that is about a specific aspect of the course – e.g., the instructor gives no guidance as to how we should be doing the reading; discussions are extremely well organized, etc. – make a check, and then see which categories have the most checks.

Separate the suggestions for improvement into three categories:

  • Those you can change this semester (e.g., the amount of reading; the lead time between when you hand out an assignment and when it is due; etc.)
  • Those that have to wait until you next offer the course (the books you have assigned, etc.)
  • Those that you won’t change because they are an important part of your pedagogy or approach to the course.

It can help to bring in colleagues to help you think about your options for making changes. These can be departmental colleagues if you feel comfortable with that; colleagues from other departments; or CTIE. You have no obligation to share these evaluations with anyone; but if you have any questions or concerns, it is good practice to bring in another set of eyes to take a look and give you advice. 

Dan bull / Tim Dobson / CC BY-SA

Reporting Back to the Class

The key part of the mid-semester evaluation is letting your students know what, if anything, will change as a result of your consideration of their evaluations. Thank your students for their comments and for their ongoing participation in helping you develop the course. It is always useful to help students understand that our classes are ALWAYS works in progress, that good classes always grow and change. 

Respond quickly. If you haven’t already done so, it is important to respond in a timely fashion to the evaluations, usually within one or two classes after they have completed them.

Give a brief summary of the comments that have appeared most often in their responses; you can also mention a few areas in which there were wide differences of opinion (e.g. one student responded that the professor moved too quickly through the material while another wrote that the class was going too slowly). Again, it is useful to let students know that just because they think something is true, it doesn’t mean that others share their observations.

Talk about which of their comments you have decided to act on this semester (and why), which critiques you agree with but can’t act on this semester (and why); and which of their comments you have decided not to act on (and why). This last point is particularly important in that it lets you return to your pedagogical approach and revisit why you designed the course the way you did and how your course design (present in the syllabus) aligns with your understanding of how students learn.

Be sure as well to let students know what they can do in the second module to increase their learning. If some students reported being confused about the content, invite them to your office hours, make sure they are in study groups or taking advantage of the many peer instruction, peer mentoring or other support services we offer.

Faculty respond to mid-semester evaluations in different ways: some only report to the class as a whole; some provide a handout of salient responses; in very large classes, some faculty design a graph or chart of the responses or post summary responses on Blackboard so students can see what others have written (always removing anything that could identify the student).

Whatever you do, try to do it in a timely fashion, avoid being defensive, indignant, or unduly apologetic, and use the opportunity in the way it was intended: to help you think about how to improve student learning, and to help students understand better how to think about the course in terms of its design and objectives and their responsibilities to their own learning.

[A tip of the hat to Barbara Gross Davis, Tools for Teaching, 2nd ed. (Jossey-Bass), 2009, and teaching centers at Berkeley, New Mexico State, Cornell, and elsewhere.]

Midterm Assessment – Some Models and Suggestions

There are a variety of models you can use (some given below, others you can find at the CTIE website). The ones below are come from Brandeis University, Carleton College, and on Wilbert J. McKeachie and Marilla Svincki, McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers (Boston: Houghton Mifflin, 2006).] .

You will likely want to include some introductory language, such as:

  • I would like you to complete the following midterm assessment for use in instructional analysis and improvement for this course. A midterm assessment is more likely to affect how this particular course is being taught than one administered at the end of the semester. Please try to be both thoughtful and candid in your written responses so as to maximize the value of feedback.
  • You comments should reflect that type of teaching you think is best for this particular course and your particular learning style. Try to assess each issue independently rather than letting your overall impression of the instructor determine each individual section. If you need additional space please use the back of this sheet.
  • The purpose of these feedback questions is to help me understand how the course is going from your perspective, so that I can make adjustments, if necessary.
  • It has been fun working with you these past “x” weeks and I would like to ask you for a favor. I’d like to know what you thought about our course. Please fill out the following questions and return the form to me at … Your feedback is very important and I really value your input and ideas. Thanks!
  • Help! I need feedback. Since this was a brand new course I would like to know your impressions about it. What worked for you and what didn’t? Do you have any suggestions for the future?

The Form:

Two Questions (NOTE: 2 question formats can be done most easily by handing out 3×5 cards and then collecting them. This can be done at midterm or at other times, as you think is needed)

  1. Please identify those aspects of the course you have found most helpful or valuable for your learning.
  2. What suggestions would you make to me for improving the course?

Two Questions

  1. What is helping you learn in the course?
  2. What is getting in the way of your learning?

Three Questions

The above two questions plus: How can I help you learn better?

Four Questions

  1. What aspects of the course have been useful for your learning so far?
  2. Is there anything about how the course is organized that gets in the way of your learning?
  3. Are there any aspects of the course (lecture style, content, reading, discussions, etc.) that you think I should consider modifying?
  4. Is there anything that you need to do to improve your learning in this class?

Six Questions

  1. So far, what are the three most important ideas, sets of facts, concepts, skills, theories you’ve learned so far in this course?
  2. What classroom activities (lecture, discussion, etc.) have been effective ways for you to learn?
  3. What classroom activities have been confusing, or not especially helpful?
  4. What 3-4 things are going well for your learning in the course so far (please be as specific as you can)?
  5. What 3-4 things are not going well for your learning?
  6. What can I, the teacher, do differently, and what can you, the student, do differently to improve the second half of this course?

Eight Questions

Please assess my specific classroom behaviors for use in instructional analysis and improvement for this course.

  1. Clarity of teaching
  2. Effectiveness of teaching style
  3. Course organization and structure
  4. Pacing of course presentations and activities
  5. Clarity and appropriateness of course assignments and grading criteria
  6. Quality of interpersonal relations between you and me
  7. Quality of interpersonal relations between you and the other students
  8. Please identify those aspects of the course you have found most useful or valuable for learning.

Evaluation Time!

Steven Volk, December 6, 2015

The debate over the value of Student Evaluations of Teaching (SETs) is a long one, which I have reported on a number of times (see here and here, among others). As we move into the last week of the semester, I’d like to suggest two additional approaches to end-of-semester evaluations that can help both you and your students think about the learning that occurred in your classes. I’ll also include a “guide” I wrote in 2010 for reading your SETs when they are returned to you after grades are in.

What Helped Your Learning?

Students enter the "Natio Germanica Bononiae,“ University of Bologna (15th century). Public domain. Wikimedia

Students enter the “Natio Germanica Bononiae,“ University of Bologna (15th century). Public domain. Wikimedia

SETs are largely about how students experienced your course, and so the questions focus on issues of organization, pacing, clarity, grading, etc. As numerous articles have pointed out, Student Evaluations of Teaching don’t tell you about student learning, and they provide very little information to suggest what it is you are doing to support (or hinder) the leaning that goes on in the class. Linda Shadiow and Maryellen Weimer, writing in Faculty Focus on Nov. 23, suggest a series of questions that can help foreground student learning issues. They offer a series of fairly simple sentence stems for students to complete. For example,

  • It most helped my learning of the content when…because…
  • It would have helped my learning of the content if…because…
  • The assignment that contributed most to my learning was…because…
  • The reading that contributed the most to my learning was…because…
  • The kinds of homework problems that contributed most to my learning were…because…
  • The approach I took to my own learning that contributed the most for me was…because…
  • The biggest obstacle for me in my learning the material was…because…
  • A resource I know about that you might consider using is…because…
  • I was most willing to take risks with learning new material when…because…
  • During the first day, I remember thinking…because…
  • What I think I will remember five years from now is…because…

Shadiow and Weimer recommend that faculty also complete the same sentences. Having (almost) completed the semester, we probably have a good idea which assignments worked from our point of view and which didn’t; what readings brought out the most in discussion, and what didn’t; what homework assignments stretched student learning and what brought basically “meh” responses. Comparing our answers to the students can be revealing (or, perhaps, horrifying!).

These questions can be added to the bottom of the current SETs that you will be handing out. You can simply add an additional sheet with these questions which, still anonymously, can be returned directly to you rather than being tabulated by the department AA’s or becoming a part of your official file. Once you have you have let some time pass (see “SETs for Beginners,” below), you can look at them, particularly before preparing classes for next semester.

Student Self-Assessment

Cours de philosophie à Paris Grandes chroniques de France; Castres, bibliothèque municipale – late 14th century. Public domain. Wikimedia

Cours de philosophie à Paris Grandes chroniques de France; Castres, bibliothèque municipale – late 14th century. Public domain. Wikimedia

David Gooblar, in his “Pedagogy Unbound” blog for the Chronicle of Higher Education, recently wrote a very useful post on student self-assessment. [Note: For a good introduction to student self-assessment, see Heidi Andrade & Anna Valtcheva, “Promoting Learning and Achievement Through Self-Assessment,” Theory Into Practice 48:1 (2009): 12-19.] Ask your students to reflect upon the learning strategies they used over the course of the semester, and to consider their own habits of thinking. “Explain that the act of reflection is itself a valuable learning strategy,” he writes. Ask them how they studied for tests or what they did to prepare for their assignments; what worked for them and what didn’t? The answers you get may be quite basic, but the more often we ask students to reflect on their own learning, the more practiced at it they will become.

Gooblar calls attention to the work on metacognition undertaken by Kimberly D. Tanner, a professor of biology at San Francisco State University, particularly the “retrospective postassessments” she uses. Tanner asks students to think about what they now know about the subject (in general terms) compared to what they knew at the start of the semester. (For example: “Before this course, I thought neoliberalism was _____. Now, I think neoliberalism is _____.”) You can ask students to write about the specific ways they have changed their thinking about the topics you covered. Or you can have them write a letter to a future student of the course, to reflect on its high and low points, and tell incoming students what they wished they would have had known going in to the class and what they wish they would have done differently over the course of the semester?

Since I have my students set out their learning goals in a short paper at the start of the class – which I collect and keep – I return these to them at the end of the semester and have them reflect, one final time, on which of these goals they feel they have achieved, and which they didn’t, what they did to reach their goals and what they will do differently in their next classes. Whatever method you chose, the end of the semester is a good time to encourage students to reflect on the journey they have undertaken with you and how they are different at the end of the trip.

“SETs for Beginners” (first written Feb. 7, 2010 and slightly updated here)


A meeting of doctors at the university of Paris. From the “Chants royaux” manuscript, Bibliothèque Nationale, Paris.

By now, as you well know, there is a very large literature on student evaluations of teaching (SETs). A lot of the research points to the validity and reliability of these instruments in terms of measuring very specific areas of a student’s experience in a completed class. Some writers continue to argue that they are a worthless exercise, citing evidence that evaluations handed out after the first day of a class will yield strikingly similar results to surveys conducted at the end of the semester, that they are a measure of the entertainment-value of a class, not any value added in terms of student learning, or that they can be easily influenced (just hand out doughnuts with the questionnaires). I have come to accept three basic realities about the use of SETs:

(1) on a broad level, they help to identify outliers – a class which seems to have been extremely successful or highly troubled; (2) they should not be used as the only evaluation of teaching (informed peer evaluation following a standard observation protocol and an examination of course syllabi by experts in the field are strongly recommended as well); and (3) SETs are not a substitute for an assessment of student learning in a course. But, when read carefully, they can tell you something about your teaching on a very specific level. The question is how to read them to get that specific information, and on that score, there is very little literature.

So here’s a first attempt at this question, a kind of “SETs for Beginners.”

Because of college rules, which are likely similar everywhere, we receive our teaching evaluations back only after grades are turned in. (You should consult with your department chairs for information as to how and when to hand out SETs, whether your students can complete them online or only in class, and how they are to be collected if you do them in-class.) At some point by mid-January or mid-June, after our hard-working administrative assistants have tabulated and organized the data, we are informed that our SETs are ready to be picked up!

First decision: do you rush in to get them, play it cool, like a cat walking around a particularly lovely kibble before pouncing, or pretend that they aren’t there until, sure enough, you have forgotten all about them? I usually take the middle route on this, but, in any case, I certainly won’t pick them up on a day when the auto shop called to tell me that the problem’s in the drive train or the best journal just rejected my article. Another hit that day, I just don’t need.

When I do finally make the move, I take them to my office, put them on my desk, pretend that they aren’t there while I take a look at my email which I already checked 90 seconds earlier. Enough, already. I open the folders and read, rapidly, the overall numbers: not what I hoped for, better than it could have been, whatever… Then I put them away for at least a day or two. I don’t think I’m ready to take them on-board just yet, whether the numbers are good, bad, or indifferent. I go back to the email, the article, the gym, until I’ve absorbed the larger quantitative landscape and feel mentally prepared to explore the terrain a bit more carefully.

When I do return to the SETs, I give myself the time (and space) to read them carefully (and privately). I don’t pay much attention to any individual numbers – those have been summarized for me, but I read the comments with care… and a mixture of interest, confusion, skepticism, and wonder. How is it that the student who wrote “Volk is probably the most disorganized professor I’ve ever encountered” attended the same class as the one who commented, “This was a marvel of organization and precision”? What is one to make of such clearly cancelling comments? So here are my tricks for trying to give my SETs the kind of close reading that I think they merit:

  • Do not dwell on the angry outliers. That’s advice more easily given than taken. I have read enough teaching evaluations, my own as well as others, to know that there are some students who just didn’t like our classes and have not figured out any helpful or gracious way to say that. The fact that these are (hopefully) a tiny minority and are directly contradicted by the great majority of other comments doesn’t seem to decrease their impact, or the fact that we continue to obsess about them. (I can still quote, verbatim, comments that were written in 1987!) These bitter communiqués probably serve a purpose for the student, but they really don’t help you think at all usefully about your teaching. Let ’em go.
  • Evaluate the “cancellers”. What do you do when three students thought you were able to organize and facilitate discussions with a high degree of skill and three thought you couldn’t organize a discussion to save your life? These are harder to deal with and can add to the cynicism of those who think that the whole SET adventure is a waste of time. For the “cancellers,” I try to figure out a bit more about them to see if they represent some legitimate (i.e., widespread) concern about the class or not. Is one side of the debate generally supported by the numbers? Do I score lower in the discussion-oriented questions than in other areas, lower than in previous iterations of the course, or lower than I would have really wanted? Does the demographic information that I know about the student evaluator add context that is useful and that I should take on board? I am more likely to trust comments from seniors than from first-years. Does it appear that there is a striking gender or racial difference in terms of how students respond to specific questions? That is extremely important information to lean from and it is why we collect demographic information from our student respondents. A careful reading of this information can help us understand what is going on in our classes on a more granular level.
Brian Carson, Backyard Flowers in Black and White, No. 2. Flickr Creative Commons

Brian Carson, Backyard Flowers in Black and White, No. 2. Flickr Creative Commons

And, if none of the above helps me think about why something I have done works for some and not others, I make a note to myself to ask students explicitly about it the next time I offer the class: Please, tell me if you don’t think these (discussions, paper assignments, readings, etc.) are working so that I can consider other approaches.

  • Focus on those areas that seem to be generating the most amount of concern from students. Are they having a hard time trying to figure out how the assignments relate to the reading? Do a considerable number worry that they aren’t getting timely or useful feedback from you? Is there a widespread upset that classes run too long and students don’t have enough time to get to their next class? For each of the areas where I find a concern that has reached a “critical mass” level and is not just an angry-outlier grievance, I consider what I think about their criticism and whether, given my own goals in the course, I find it legitimate. For example, I will pay no attention to students who complain about the early hour of my class. Getting work back on time depends on the size of the class and what I have promised: in a 50-person class if I say I’ll return work within two weeks, and do so, then I won’t think much about students who complain that I only returned their work two weeks after they turned it in.

Other issues force me to think more about how I teach and what impact that has on student learning. What of students who protest that “there’s too much work for a 100-level class”? I get a lot of those comments, and it makes me think: why do students think a 100-level class should involve less work than a 300-level class? Do we, the faculty, think that a 100-level class should be less work than a senior seminar? Certainly, upper-level classes will be more “difficult” than 100-level classes (i.e., they demand that the students have acquired significant prior knowledge and skills needed to engage at a higher level), but should there be any less work involved in the entry-level class? I, for one, don’t think so – and so I won’t change that aspect of the course.

But, ultimately, when student comments suggest what is a real area of concern, when they point to something I am doing in the class that negatively impacts how students are able to learn, than I need to regard that issue with the seriousness it deserves. I will think about how I might correct the problem, and, often, the best way to do that is to talk to my colleagues and find someone in my department or outside who can read my SETs with me. That has served me well every time, and it does point to the ultimate utility of SETs for the individual faculty member on a formative level: they can help us to design our teaching to more effectively promote student learning.

  • Finally, since Oberlin really does attract faculty who care about their students and the challenges of student learning, then my guess is that your evaluations are generally good, and you need to take great satisfaction in that (see: “Don’t dwell on the angry outliers”). I have never failed to find some comments on my own evaluations that remind me yet again about how perceptive our students can be and how fortunate I am to be here.

Can We Remove the Risk from Adopting New Teaching Approaches?

Steve Volk, February 15, 2015

Last week I wrote about preparing students for active learning. This week I wanted to present one recommendation for helping interested faculty prepare more active learning teaching designs for their classrooms. I should start by saying that faculty assuredly don’t need advice from me on how to construct remarkable, active learning environments since this kind of approach happens in classrooms around the campus on a daily basis. I plan to showcase some examples as “Articles of the Week” entries very soon. Rather, my worry is that some faculty will hesitate to adopt such approaches out of concern for how they might be received by students.

Roger, Risk Management James Hotel Lobby Picture NYC NY (CC)

Roger, Risk Management James Hotel Lobby Picture NYC NY (CC)

And that’s not an idle concern. The literature seems to suggest that faculty might be evaluated more negatively in active learning contexts than in more traditional lecture courses. The Center for Teaching Excellence at Cornell cautions, in a rather understated fashion, that “Some students may not accept new learning activities with complete ease.” A 2011 study by Amy E. Covill [“College Students’ Perceptions of the Traditional Lecture Method,” College Student Journal 45:1 (March 2011)] goes further, finding that “many students may resist, and even be hostile toward, teachers’ attempts to use active learning methods.” Eric Mazur, the Harvard physics professor who has become something of a celebrity in the field of peer instruction and active learning, commented that his approach draws “a lot of student resistance.” He adds, “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.”

While there is not a lot of reliable research on the subject, in one careful study of a large, introductory biology course (“A Delicate Balance: Integrating Active Learning into a Large Lecture Course”), the authors found that when comparing “traditional” (mostly lecture) courses with more active courses, “student evaluations of the instructors (on items such as overall teaching ability, knowledge of subject, respect and concern for students, how much learned, the course overall) were significantly and substantially higher in the traditional than in the active section” (my emphasis).

CBE Life Sciences Education

CBE Life Sciences Education

Junior Faculty, Risk-Taking, and Pedagogy

For junior faculty in particular, the risks associated with adopting more active learning techniques and moving away from standard lectures can be considerable. Many, perhaps most, will move ahead with such pedagogies regardless, because they feel comfortable with them and have found that they produce the deepest learning for their students. Some may not want to go there because they simply don’t feel comfortable using such teaching approaches. A few might be cautioned by their departments to “go slow,” waiting until after a tenure decision before shaking their students’ apple carts too forcefully. And some are sufficiently worried about their students’ reactions that they will choose to wait the 7 years until they feel less vulnerable.

Whatever the situation, it seems that a case can be made for creating a “risk-free” zone for junior faculty who are interested in introducing more active learning techniques into the mix of their teaching. This is not to say that such faculty will no longer be responsible for what goes on in their classes, a free pass of sorts equivalent to the student demand that no one should fail the course. In fact, if anything, faculty will be required to be more intentional about their pedagogic choices and to assess the results of their methods. What it will mean is that evaluation of the course will be untethered from the traditional Student Evaluations of Teaching (SETs).

risk Free

Here’s how such a proposal could work. I encourage others to chime in to clarify and improve it.

The Proposal

  1. Each semester or year (the choice between them depending on available resources), pre-tenure faculty will be allowed to designate one course as an “innovative pedagogy” class. Instructors would prepare a brief (2-3 page) prospectus of the basic pedagogic innovations they plan to employ in the course, what informs their approach (citing some of the literature that supports the approach), some examples of how this pedagogy would look in action (perhaps a description of one week of classes), and how they intend to assess the impact of their approach on student learning in the class. Interested faculty would be able to get advice and feedback at regularly scheduled workshops organized by CTIE.
  1. Proposals would be approved by department/program chairs, who, in turn, would send their approval to the dean’s office and to the director of CTIE to allow further consultation and formative observation if requested.
  1. Instructors would be expected to consult with CTIE (or other faculty recommended by CTIE) over the course of the semester.
  1. At the end of the semester, faculty would assess their courses along the lines traced out in their original (or revised) proposal and would also distribute standard SET forms to their students. These would be collected and stored in the stipulated fashion, and would go to the faculty member when grades were turned in. But they would only be sent to the College Faculty Council if so requested by the faculty member.
  1. In lieu of, or together with, the standard SET forms, the faculty member would prepare a short narrative evaluation of the course including the original design proposal, any changes made, the instructor’s evaluation of student learning and engagement in the course based on their own assessment materials, and any recommendations for changes to the course design in the future.

There are, no doubt, many issues with the proposal and many ways it could be strengthened. But encouraging junior faculty to experiment with their teaching approaches in an informed, but not unduly risky, fashion seems worth exploring further.