End of semester course evaluations are generally used in two broad ways, either by instructors looking to improve their teaching, or institutionally for evidence to support career advancement. However, it is unclear how accurate student evaluations actually measure effective teaching. While some students appreciate the process of evaluating their instructors and take it seriously, others don’t. Some students fail to complete the task thinking it doesn’t make any difference; others take the opportunity to be humorous or unleash frustrations (Sullivan et al., 2023). 

Furthermore, predictable factors can contribute to lower evaluation scores such as:

• Time of day
• Course difficulty, either in terms of content rigor or challenging topics (Mazur, 2018)
• First time teaching a course or new modality
• New teaching practice, especially when less familiar to students
• Challenging class dynamics (for example, a large group cheating case)

Other factors, such as instructor gender, race, and age, can also affect evaluations. Additionally, instructor likeability can also influence feedback. In a study about student perceptions of faculty, Clayson (2021) found that regardless of objective factors, such as what happened in the classroom or how the instructor taught, students’ perception of an instructor’s likeability strongly influenced their responses. 

Since these contextual elements are not apparent in course evaluations and individual instructors have little control over these elements, faculty should consider briefly writing the context for course evaluations, an explanation that has been called a contextual narrative. Such narratives are especially important if course evaluations are used to determine whether a teaching contract gets renewed or one gets tenure and promotion.

Review Evaluations for Themes and Patterns

Start with the student evaluations themselves, questions asked and overall results. Each department may have different course evaluations, rating systems, and methods for instructor review, so ensure you know what students are or aren’t asked and what the scores mean.

Writing a narrative begins with a quick surface read to identify connections to to the following themes and patterns: 

• Materials
• Workload
• Grading
• Communication 
• Organization
• Engagement
• Pacing/timing

Noting the following themes lets you know what your students perceive as your strengths in certain areas and what concerns they have about content, instruction, and schedule.

Since anonymous evaluations enable students to be candid about your teaching, you can expect some negative feedback; you should take both the negatives and positives with a grain of salt, “shrugging off” unproductive comments (Gayeski et al., 2022). Adapting the right mindset to benefit from student feedback entails looking at the comments and ratings for ways to jump in, explore, reflect, and improve. Making this a habit of using a contextual narrative process can lead to opportunities to consider growth over your career. 

Respond and Reflect

List your initial responses, such as whether responses are affirming, demeaning, or not aligned with the class experience itself. Your response might also give you ideas for reframing things that didn’t work or land well with students. Identify key feedback that may get lost in scores, such as students feeling supported through challenges or thinking differently.

Write a Brief Narrative

Once you have a list of your responses and ideas, write them into a narrative, which can be as short as a paragraph or two. Generally such a narrative includes:

1. Description of the course (list basic course information: name, section number, and anything else like modality and class size)
2. General themes and patterns from surveys
3. Explanation for survey results and contexts about the course
4. Future action

Conclude with what you will do going forward but also factors that are out of your control.

Here is one example:

Most students worked hard to meet the course requirements and did so with a positive attitude. About a third of students indicated they struggled in the course and needed more content to succeed. Several students indicated they struggled to keep up with the pace and disliked the required real-time meetings. Even though I received a lot of positive feedback about my course design, I had more negative feedback than usual for this course. Many students may have come to the class underprepared or lacking clarity about my expectations. I think the best change I can make is to add short review sessions at the start of each unit to improve student performance.

Make It a Habit

Ideally, review surveys and write a short summary and explanation after each semester, especially if you are early in your career or experience contract renewals. Limit the time spent on each course write-up, step away when they’re overwhelming, and reach out to colleagues who can help like CETL or those in your department. Continually reviewing feedback can also help you see whether student feedback changes over time.

Conclusion: Pre-empt Issues with Next Class

As individual instructors cannot control the format and content of course evaluations , these actions allow them to shape the narrative while still listening to the student voice. If these student surveys express challenges that are largely out of your control or ones that are misunderstood, explain the issue with students in future semesters and how you intentionally teach to best support them in that issue, and the role they can take in having a beneficial learning experience.

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References and Resources

• Engaging the fear: How to utilize student evaluations, accept feedback, and further teaching practice 
• Get the most out of your end-of-term surveys
• The student evaluation of teaching and likeability: What the evaluations actually measure 
• Student motivations, perceptions and opinions of participating in student evaluation of teaching surveys: A scoping review
• Teachers, students, and ideological bias in the college classroom

About the Author

Written by Rachel Smydra, Faculty Fellow, and Christina Moore, Associate Director in the Center for Excellence in Teaching and Learning at Oakland University. Others may share and adapt under Creative Commons License CC BY-NC.

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Each spring, my inbox fills letters of recommendation requests from students pursuing graduate or professional schools. As an instructor of multiple upper-level courses, I expect this and embrace it as it plays an important part of how I fill my “what-brings-me-joy bucket.” Being part of students’ journeys to their next stage is rewarding, and something that I take very seriously as part of my job. However, producing a well-written letter can take time and effort to craft and personalize. In this tip, I share my solutions for streamlining the letter writing process to produce a meaningful, personalized document that may help students in the admissions process.

Using a Recommendation Letter Inventory Guide Recommendation Writing Process

Gathering personalized and specific information to support a recommendation is typically the hardest, most time-consuming part of the writing process. Using a letter inventory guide can assist you with information gathering. 

Using a Recommendation Letter Inventory Guide  

First, it is important to decide if you have time to write a strong letter. It’s okay to say no if you don’t! At this point, I don’t recommend using generative AI for more efficient letter writing (more on that later).

If you do have time, remember that each student has their own story that is unique to their educational journey, and a strong letter of recommendation will demonstrate this to an admissions committee. To solicit this information quickly, I ask students to complete a Recommendation Letter Inventory Guide. This has several advantages.

• Ensures that all students are aware of the requirements for letters of recommendation. Differences in student cultural capital may impact what information they initially provide when asking for a letter of recommendation. This can lead to unknowingly absent key achievements and information. By providing all students upfront with the specific information that you will use to write the letter, it ensures that every student has the opportunity to  describe all their successes and accomplishments, not just the students that know details about the letter writing process.
• Establishes expectations and a timeline for completing the letter. Requesting the Inventory Guide completion with a deadline ensures mutual respect for your time and their requirements.
• Uses a common guide to help remove bias. A common mistake in writing recommendations is to include effort, and not accomplishments for marginalized groups.  For example, describing a student as “hardworking” or focusing on effort  as opposed to their specific outcomes and actions. Using the Inventory Guide allows every student to provide the same information on their accomplishments, whereas a face-to-face interview, or simply a resume, may not yield the same, consistent information. Focusing on achievements and qualifications reduces bias. In addition, having the right information up front allows you to write a substantial letter; letters for marginalized groups are often shorter and include less emphasis on achievements. When writing the recommendation, you can use these tips about avoiding gender bias in reference writing or this checklist to help you avoid implicit bias. 
• Improves efficiency. You are not doing the leg work! If you are pressed for time, this avoids having to schedule an additional meeting with the student. However,I would actually recommend doing both! Speaking with students in person gives you a chance to have additional conversations about their goals and future.
• Provides a personal voice. Sometimes what makes a student stand out is their efforts beyond the classroom. This questionnaire gives them the space to remind you about these connections. For example, conversations about shared interests that overlap with course material, initiation of career, volunteer or research opportunities resulting from your advising, or hobbies that demonstrate a relevant skill or disposition. 

Should you use AI tools to speed up the process?

In short, I wouldn’t recommend it. 

Multiple AI technology options, including textcortex, justdone.ai, and magicschool.ai, can quickly craft a common structured letter to increase efficiency. Proponents suggest that AI technology can reduce implicit bias in letter of recommendation language, such as gender stereotyped terms. When considering the continued gaps in underrepresented minority education and career advancement, this has the potential to alleviate inequities in admissions and hiring processes. However, a separate study found that AI tools reproduced gender bias. A letter that includes a human voice and specifically tailored achievements and competencies resonates with authenticity and should positively stand out to an admissions committee. This authentic feel is missing in AI generated text. 

Additionally, AI-generated letters may be recognized by admissions software, and viewed less favorably, or even excluded. For example, the CASPA Physician Assistant school application service asks recommenders to confirm “I personally evaluated the applicant and wrote all aspects of the evaluation myself… I did not use a generative AI platform (including but not limited to ChatGPT) to write or modify any of the contents of my evaluation.” Thus, use of AI could put students at risk of admission. 

References and Resources

• Avoiding Gender Bias in Reference Writing
• The Premed Competencies and What They Mean 
• Influence of Gender of Surgical Residency Applicants’ Recommendation Letters
• Letters of Recommendation: Just Say No
• Tips for Faculty: Writing a Letter of Recommendation | Watermark.
• Unconscious Racial Bias Can Creep Into Recommendation Letters ‐ Here’s How to Avoid it

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About the Author

Sarah Hosch is the Faculty Director of the Center for Excellence in Teaching and Learning and a Special Instructor in the Department of Biological Sciences at Oakland University. She teaches all levels of biology coursework and her interests include evidence-based teaching practices to improve student learning gains and reduce equity gaps in gateway course success. Sarah loves exploring nature, cooking, and exercising. 

Edited by Rachel Smydra, Faculty Fellow in the Center for Excellence in Teaching and Learning at Oakland University. Others may share and adapt under Creative Commons License CC BY-NC.

Building a culture of well-being in your courses can go a long way in helping students navigate if not avoid challenges that tax their mental health. Even with all the right conditions and preparation, moments of struggle will arise gradually or all at once and unexpectedly. To be a supportive listener when a student or colleague expresses a distressing moment, these in-the-moment responses can be a helpful starting point.

In-the-Moment Responses

These responses can apply to a range of struggles students may express, whether directly to mental health, managing temporary stress, or a different life struggle that taxes their mental health. 

“I appreciate you letting me know.”

A simple acknowledgment and affirmation of what someone has disclosed counteracts stigma while not assuming counseling responsibilities. Take disclosure as a sign of the person wanting to address and work through the issue rather than making excuses. Listen non-judgmentally, as often people just want to be heard rather than for you to fix the problem. Acknowledge that life conditions are learning conditions, and that our holistic wellbeing affects our academic work. 

“Here’s how I can help.”

Define for students which flexibility measures may help them take care of themselves while continuing with course work, such as extra days to turn in work, meeting with the student again to check in, or whatever you can do within the scope of your teaching work and boundaries.

“There are a lot of helpful, free resources on campus, including counseling support.”

Normalize the use of campus services as something successful students take advantage of to reinforce the message that asking for help shows strength, not weakness. Specific support may be helpful depending on the situation. 

Share that students can take advantage of support groups offered by the Counseling Center to learn more about mental health, from managing anxiety to building social skills. If the student expresses interest in one-on-one counseling sessions, Director David Schwartz welcomes a “warm handoff,” which consists of emailing Dr. Schwartz, cc’ing the student, and briefly introducing the student to Dr. Schwartz who, from there, will follow up with the student separately. 

It helps to be able to point students to relevant information in the syllabus such as mental health and academic support so they can revisit recommendations after your conversation.

“Let’s make a plan.”

When stressful situations tax our bandwidth, it can be difficult to make an actionable plan. By working with students on a short-term, simple next steps, you exercise compassionate challenge (Cavanagh, 2023): empathizing with them while also communicating agency and resiliency. The list can be as simple as what course work you recommend they prioritize and whom to reach out to for more information (e.g., ask your academic adviser about drop, withdraw, repeat options).

Conclusion: Call on Others, Especially in Alarming Cases

References and Resources 

Select resources from Supporting Student Mental Health: Teaching Resources.

• Recognizing and Addressing Student Mental Health Concerns: Teaching Tip from Counseling Professor Lisa Hawley
• OU Resources for Student Immediate Needs
• Essential Behaviors and Conditions for Learning: Learning Tip for Students

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About the Author

Written by Christina Moore, associate director of the Center for Excellence in Teaching and Learning at Oakland University. Ideas inspired by OU colleagues during the January 2023 discussion “Student Mental Health: Faculty on the Front Line.” Others may share and adapt under Creative Commons License CC BY-NC. View all CETL Weekly Teaching Tips. Follow these and more on Facebook, and LinkedIn.

Tragic events that occur locally, nationally, or globally can affect our students emotionally, physically, or cognitively even if they haven’t been involved personally (Huston & DiPetro, 2017). Although no perfect way exists to handle these potentially emotionally-charged situations, discussing the situation--even in small, simple ways--is better than ignoring the topic altogether (Pickering, 2021).

In In the Eye of the Storm: Students' Perceptions of Helpful Faculty Actions Following a Collective Tragedy, Huston and DiPetro (2017) collected student responses to when faculty did or did not address a tragedy likely to affect students. When to carve out time to acknowledge an event proves challenging; however, your own feelings and reactions and other factors, such as proximity, magnitude, and direct impact, can serve as your guide. Having the right tools to help students navigate and begin processing the event itself and their reactions and emotions to it relies on faculty being responsive, supportive, and flexible.

Embedding Small Moments to Support Your Students

The practical guide When Tragedy Occurs in the Campus Community: Advice for Faculty and Staff offers an understanding as to how students might react and what we can do to support them. Whether you are teaching on-campus or online, embedding some of the suggestions below, which are derived from this guide, could help students feel supported. Sometimes, the small things you do make the most difference; the key is to acknowledge the emotions your students might be feeling and do what you can to be responsive. 

Acknowledge the Event and Initiate Discussion
Acknowledging the event itself can help initiate a dialogue that enables students to express their feelings and validate them. Oftentimes, students will ask questions to ascertain the facts or contexts before moving on to share their emotions. If you are unsure of the facts or contexts, find a few online sources to share with students. It is also important to express to students that the whys and hows behind an event may never be clear and even though we all want answers, we may never get them. 

Move the Discussion to Emotions
Remember that everyone processes information differently, so some students may express feelings of anger, skepticism, or denial; others, however, may indicate they are grieving or struggling. Invite students to share their personal responses by creating an opportunity with a statement:

 “It might help you begin to process the event by sharing how you feel and hearing how others feel as well” (Responding After a Tragedy). 

If students start debating, shift the conversation and remind students that everyone feels differently for different reasons.

Avoid the Blame Game
Some students may be more informed about the event than others or feel stronger about it as well. If students try to take over the discussion or start to dispute facts, feelings, or details, it might be a good idea to pivot the discussion with a statement such as the following:

 “We have been focusing on anger and blame and while that may be a part of the normal process, let’s stay focused on sharing the feelings you are experiencing.” 

Make Course Connections
Embedding aspects related to students’ feelings around a tragic event or uncertainty can help facilitate awareness or critical thinking about certain aspects. Having students move away from emotions to view the contexts or actions through a different lens can often help them process the tragedy. Online activities could include a reflection-oriented post or assignment; in-class, you could use small groups to explore contexts related to the event or some type of creative activity that allows students the chance to explore their feelings.

Adapt/Alter Cognitive Load
Depending on student reaction, you may want to consider being flexible with due dates or reduce workload for that day or week. Also, you may want to rethink introducing new material and/or expecting students’ to practice normal study habits. Holding a review session for the material you covered during the crisis may also be helpful. 

Remind Students about OU Campus Resources
You should remind students about the following OU resources to help them navigate emotional and mental health issues. You can post these links on your syllabus but emailing students, including in a forum thread, or noting on the assignments directions will serve as effective touchpoints for students to consider these resources. 

OU Counseling Center
OU Rec Well: Student Well-being 
OU SEHS Counseling Center 

References and Resources 

Huston, T. A., & DiPietro, M. (2007). In the Eye of the Storm: Students’ Perceptions of Helpful Faculty Actions Following a Collective Tragedy. To Improve the Academy, 25.

Pickering, R. M. (2021). Emotionally charged news in the classroom. In M. E. Kite, K. A. Case, & W. R. Williams (Eds.), Navigating difficult moments in teaching diversity and social justice (pp. 119–132). American Psychological Association. 

When Tragedy Occurs in the Campus Community: Advice for Faculty and Staff

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About the Author

Written by Rachel Smydra, Faculty Fellow in the Center for Excellence in Teaching and Learning at Oakland University. Image by Matthias Groenveld. Others may share and adapt under Creative Commons License CC BY-NC. 

View all CETL Weekly Teaching Tips. Follow these and more on Facebook, and LinkedIn.