As instructors, there’s a tendency to roll our eyes at student feedback. I tell my students, however, that their feedback is invaluable to my journey as a teacher. Their critical insights, commentary, and suggestions help me see those “blind spots” we often miss with self-reflexive evaluation. I read and consider my evaluation forms quite seriously and make changes based on trends from the written feedback. While the traditional “bubble forms” limit student voices, the written sections allow students to practice many of the rhetorical and critically reflective strategies we engage throughout the semester.

 

“I liked learning about things unrelated to the projects, like the days when we’d have stimulating discussions about the world or whatever. It was also cool hearing your insights because they were normally things nobody else would think of—guess that’s what a degree will get you. I also liked how you’d actually give feedback and you actually wanted us to do well, it was really refreshing.”

“This was by far the most organized course that I had. Every deadline and assignment received all followed the syllabus. The professor made clear what he wanted out of each paper and we were given several opportunities to fix our papers before turning in the final draft.”

“I liked how our projects’ topics were 100% up to us. The instructor provided tools for us to succeed and was always available to give constructive, helpful, personal feedback. Class time was spent differently pretty much every day which was nice. Wasn’t the same every class.”

“I liked the personal essay and how we got to write about our experiences while also using things we used in class. Prof Jaros made the class interesting by allowing us to talk about funny things and sometimes debate over certain topics.”

“I enjoyed the fact that we were not on a strict schedule and we could have time to discuss things openly in class. Also, I liked how we were encouraged to think beyond the norm with our essay topics.”

“I really loved being in this class. It has made me think more about the world and the people in it. In my major I feel as though I’m being academically challenged but not intellectually challenged. Here, I feel like I am being challenged intellectually. I have also thought about picking up a minor in English because of this.”

“I like the concept of the course. It gave me a more broad view of what a composition entails and what might be in a genre. It allowed me to more interpretively view compositions outside of class and think more critically about purpose and strategies from a composer’s perspective and understand more than just surface-level or face-value concepts.”

“The instructor made the class very casual and enjoyable. He asked us many times to think critically on current and past issues, and we learned how to defend our views, whatever they may be.”

“What I liked was the “open forum” way we held class. I liked the aspects of communication that we had. I felt as if it helped me understand what was required a little better.”

“He gave good feedback in workshops/conferences and pushed me to think critically. He’s available after class and answered my questions/concerns well for the most part. The writing exercises at the beginning of class pushed me to think faster and be creative.”