WELCOME TO THE SFQ FACULTY STEP-BY-STEP TIP SHEET

Each semester, all of our classes are involved in the Student Feedback Questionnaire (SFQ) process during which time, students provide feedback on their courses, and their professors. We encourage you to familiarize yourself with the SFQ, so that you can understand the ways in which students will be asked to rate the conditions for learning here at Humber College.

What’s New?

The Digital SFQ is here! The questions haven’t changed, but the way in which faculty deploy the SFQ and how the student complete the SFQ has changed, and for the better.

What’s New?

The Digital SFQ is here! The questions haven’t changed, but the way in which faculty deploy the SFQ and how the student complete the SFQ has changed, and for the better.

Step 1

Getting Started & Getting Excited

During the first few weeks of the semester, faculty are encouraged to visit the Digital SFQ website at humber.ca/sfq.  Faculty will find a number of valuable documents on the website including a key messages document, a detailed FAQ, a section dedicating to training, technical support documents, a critical dates section (SFQ start and end dates), tips on building out personalized questions and much more.

Step 2

Setting Expectations

Part 1: Collect and Reflect

Humber professors are committed to delivering the best education possible and that includes having a strong and positive influence on all their students. In that regard, every school is charged with developing and implementing supports to help faculty enhance the teaching and learning environment.  SFQ scores are just one important tool you can use to help you understand the student experience in your classroom. It will be up to faculty to gather other data, to interpret, reflect and use this valuable information to enhance the student learning experience. In addition to the SFQ, faculty are encouraged to seek feedback from multiple sources such as:

  • Request class-visits from colleagues and administrators with the view to get practical suggestions.
  • Let your students know how important feedback is to you and throughout the term use Classroom Assessment Techniques (CATs) to gather informal, just-in-time feedback. For more information on CATs, please go to CTL: Assessing Learning.
  • Share SFQ comments and/or CAT suggestions with your students and discuss ways to modify teaching, where possible, to support student learning.
  • Choose two areas in your teaching portfolio to develop each semester.
  • Expand your ability to reflect and self-assess using the various sources of feedback.
  • Engage in professional development opportunities and continue to learn and experiment throughout your teaching career.
Step 3

Setting Expectations

Part 2: Response Rates

Motivate students to complete evaluations and provide feedback. Faculty should aim to hit a 70% response rate.

  • Talk with your students about the importance of course evaluations and how those evaluations are used.
  • Tell your students that you value their honest and constructive feedback, and share examples of how you have used feedback to make improvements to your courses.
  • Let your students know that you are interested in constructive feedback on the course. What aspects of the course and/or instruction helped them learn? What aspects might be changed to help future students learn more effectively?
  • Describe the kind of feedback you find most useful. In most cases, specific feedback with examples is more useful than general statements.
  • Remind students that evaluations are designed to be completely anonymous and that you will not be able to see any of their evaluations until after final grades have been submitted.
  • Let students know that you are the primary audience for their feedback, and that course feedback plays a role in curriculum planning.

View tips on how to develop personalized questions.

Step 4

Personalizing Your Questions

Faculty have the opportunity to create up to 3 of their own personalized Likert scale questions in their SFQ. This feature will allow you to gain valuable feedback and insights specific to your teaching practice. You are encouraged to develop meaningful questions related to a new teaching technique you have tried and/or gather feedback on social-emotional conditions/learning environment in your class. Remember, the responses to the personalized questions are for your eyes only. To learn more about the types of questions you would like to ask and tips on how to create a valuable, personalized question, please see the following resource: Developing Personalized Questions for Your SFQ.

The following steps outline the Question Personalization and SFQ deployment process:

  1. 7 days prior to the course Evaluation Start Date, faculty will receive an automated email encouraging them to complete their Question Personalization (QP)
  2. Faculty will receive an initial email reminder introducing them to the QP process, plus 2 additional email reminders to complete QP.
  3. Faculty to add three of their own questions (QP), per course, to their SFQ. The evaluation start date for the SFQ is at the 63% of the course + 1 day.
  4. Faculty will receive a reminder approximately 7 days before the evaluation start date.

Faculty Reminder #1 will be sent to the faculty 2 days after the first QP introductory email.

Faculty Reminder #2 will be sent to faculty 5 days after the first QP introductory email.

Faculty should think about their questions ahead of time. Developing Personalized Questions for Your SFQ

Step 5

SFQ Launch & Enabling the SFQ in Blackboard

After the QP period has closed, the SFQ is days/weeks away from going live. Faculty are required to enable the SFQ in their Blackboard sites. Although students will receive emails with a unique SFQ URL, enabling the tool in Blackboard is an important step in ensuring expected response rates of 70%.

In addition to the enabling of the tool, faculty should make the following announcement in each of their Blackboard sites that are tied to the Digital SFQ.

Subject Line: Student Feedback Questionnaire – Digital SFQ

As part of our focus on improving the student course experience at Humber College, we are seeking your feedback on the courses in which you are currently enrolled. We believe this feedback will help us better understand the student learning experience.

Your feedback is extremely important and we appreciate you taking the time to complete the SFQ.

Please note that your responses and comments are anonymous.

Curious as to when your course-specific SFQ will be launching? Search for your course, by course code, at humber.ca/sfq/process/critical-dates/.

Not sure how to enable the SFQ tool in Blackboard? humber.ca/bb91help/instructors/sfq.php

Not sure how to make an Announcement in Blackboard? humber.ca/bb91help/instructors/content_creation.php

Step 6

The Value of the SFQ and Completing the SFQ

Humber’s commitment to teaching and learning excellence includes our continual focus on improving the student learning experience. For this reason, we value student feedback and the SFQ process provides students an excellent opportunity to have their voices heard. The SFQ also allows faculty to gain insight into the learning environment they have created for their students, equipping them with critical data that can inform decisions around future iterations of their course content and classroom experiences.

Students will have approximately a 2-3 week period to complete their SFQs. The length of time is determined by the length of the course (a 14 week course versus an 8 week course). Students will receive a number of automated emailed reminders sent to their preferred email account. The SFQ can be completed by the student by either clicking the unique URL in the email or clicking the SFQ tool link created in Blackboard by the professor.

Students will receive an initial email reminder introducing them to the SFQ process, plus 2 additional email reminders to complete the SFQ.

Student Reminder #1 will be sent to students approximately 2 days after the evaluation start date.

Student Reminder #2 will be sent to students approximately 7 days after the evaluation start date.

Step 7

Faculty Response Rate Reminders

Faculty will receive 2 emails while the SFQ is running to inform them of their student response rates. Faculty are not able to view their SFQ results while the SFQ is running, but can view the response rate trend.

Response Update #1 will be sent to faculty approximately 6 days after the evaluation start date.

Response Update #2 will be sent to faculty approximately 13 days after the evaluation start date.

If the response rate is not at a satisfactory level (70%), faculty are encouraged to remind their students that the SFQ is running and post a follow-up announcement in Blackboard.

Step 8

SFQ End Date

The SFQ will close for students approximately 7 days prior to the course end date of the course at the 93% mark of the course.

Step 9

SFQ Reports

SFQ reports will be sent out to faculty after the course and semester have ended. Course reports will cover the same comparative measures as the paper-based related SFQ reports.

Step 10

Review Your SFQ Reports

Remember, student feedback is an opportunity to reflect and assess your teaching. Making sense of student feedback can be challenging as, by its very nature, it puts faculty in a vulnerable space. After reviewing their SFQ reports, faculty are encouraged to consider there student feedback carefully, address any negative student feedback, consider how to further their development as a teacher and put an action plan in place to improve the feedback in future SFQs.

After you have reviewed your personalized SFQ report, you might have some questions. To learn about some “next steps” related to addressing your SFQ scores and comments, please review the Understanding Your Student Feedback document.

Also, set goals about implementing the feedback for the upcoming semester.

Step 1: Getting Started & Getting Excited

During the first few weeks of the semester, faculty are encouraged to visit the Digital SFQ website at humber.ca/sfq.  Faculty will find a number of valuable documents on the website including a key messages document, a detailed FAQ, a section dedicating to training, technical support documents, a critical dates section (SFQ start and end dates), tips on building out personalized questions and much more.

Step 2: Setting Expectation - Part 1 - Collect and Reflect

Part 1: Collect and Reflect

Humber professors are committed to delivering the best education possible and that includes having a strong and positive influence on all their students. In that regard, every school is charged with developing and implementing supports to help faculty enhance the teaching and learning environment.  SFQ scores are just one important tool you can use to help you understand the student experience in your classroom. It will be up to faculty to gather other data, to interpret, reflect and use this valuable information to enhance the student learning experience. In addition to the SFQ, faculty are encouraged to seek feedback from multiple sources such as:

  • Request class-visits from colleagues and administrators with the view to get practical suggestions.
  • Let your students know how important feedback is to you and throughout the term use Classroom Assessment Techniques (CATs) to gather informal, just-in-time feedback. For more information on CATs, please go to CTL: Assessing Learning.
  • Share SFQ comments and/or CAT suggestions with your students and discuss ways to modify teaching, where possible, to support student learning.
  • Choose two areas in your teaching portfolio to develop each semester.
  • Expand your ability to reflect and self-assess using the various sources of feedback.
  • Engage in professional development opportunities and continue to learn and experiment throughout your teaching career.

Step 3: Setting Expectation - Part 2 - Response Rates

Part 2: Response Rates

Motivate students to complete evaluations and provide feedback. Faculty should aim to hit a 70% response rate.

  • Talk with your students about the importance of course evaluations and how those evaluations are used.
  • Tell your students that you value their honest and constructive feedback, and share examples of how you have used feedback to make improvements to your courses.
  • Let your students know that you are interested in constructive feedback on the course. What aspects of the course and/or instruction helped them learn? What aspects might be changed to help future students learn more effectively?
  • Describe the kind of feedback you find most useful. In most cases, specific feedback with examples is more useful than general statements.
  • Remind students that evaluations are designed to be completely anonymous and that you will not be able to see any of their evaluations until after final grades have been submitted.
  • Let students know that you are the primary audience for their feedback, and that course feedback plays a role in curriculum planning.

View tips on how to develop personalized questions.

Step 4: Personalizing Your Questions

Faculty have the opportunity to create up to 3 of their own personalized Likert scale questions in their SFQ. This feature will allow you to gain valuable feedback and insights specific to your teaching practice. You are encouraged to develop meaningful questions related to a new teaching technique you have tried and/or gather feedback on social-emotional conditions/learning environment in your class. Remember, the responses to the personalized questions are for your eyes only. To learn more about the types of questions you would like to ask and tips on how to create a valuable, personalized question, please see the following resource: Developing Personalized Questions for Your SFQ.

The following steps outline the Question Personalization and SFQ deployment process:

  1. 7 days prior to the course Evaluation Start Date, faculty will receive an automated email encouraging them to complete their Question Personalization (QP)
  2. Faculty will receive an initial email reminder introducing them to the QP process, plus 2 additional email reminders to complete QP.
  3. Faculty to add three of their own questions (QP), per course, to their SFQ. The evaluation start date for the SFQ is at the 63% of the course + 1 day.
  4. Faculty will receive a reminder approximately 7 days before the evaluation start date.

Faculty Reminder #1 will be sent to the faculty 2 days after the first QP introductory email.

Faculty Reminder #2 will be sent to faculty 5 days after the first QP introductory email.

Faculty should think about their questions ahead of time. Developing Personalized Questions for Your SFQ

Step 5: SFQ Launch & Enabling the SFQ in Blackboard

After the QP period has closed, the SFQ is days/weeks away from going live. Faculty are required to enable the SFQ in their Blackboard sites. Although students will receive emails with a unique SFQ URL, enabling the tool in Blackboard is an important step in ensuring expected response rates of 70%.

In addition to the enabling of the tool, faculty should make the following announcement in each of their Blackboard sites that are tied to the Digital SFQ.

Subject Line: Student Feedback Questionnaire – Digital SFQ

As part of our focus on improving the student course experience at Humber College, we are seeking your feedback on the courses in which you are currently enrolled. We believe this feedback will help us better understand the student learning experience.

Your feedback is extremely important and we appreciate you taking the time to complete the SFQ.

Please note that your responses and comments are anonymous.

Curious as to when your course-specific SFQ will be launching? Search for your course, by course code, at humber.ca/sfq/process/critical-dates/.

Not sure how to enable the SFQ tool in Blackboard? humber.ca/bb91help/instructors/sfq.php

Not sure how to make an Announcement in Blackboard? humber.ca/bb91help/instructors/content_creation.php

Step 6: The Value of the SFQ and Completing the SFQ

Humber’s commitment to teaching and learning excellence includes our continual focus on improving the student learning experience. For this reason, we value student feedback and the SFQ process provides students an excellent opportunity to have their voices heard. The SFQ also allows faculty to gain insight into the learning environment they have created for their students, equipping them with critical data that can inform decisions around future iterations of their course content and classroom experiences.

Students will have approximately a 2-3 week period to complete their SFQs. The length of time is determined by the length of the course (a 14 week course versus an 8 week course). Students will receive a number of automated emailed reminders sent to their preferred email account. The SFQ can be completed by the student by either clicking the unique URL in the email or clicking the SFQ tool link created in Blackboard by the professor.

Students will receive an initial email reminder introducing them to the SFQ process, plus 2 additional email reminders to complete the SFQ.

Student Reminder #1 will be sent to students approximately 2 days after the evaluation start date.

Student Reminder #2 will be sent to students approximately 7 days after the evaluation start date.

Step 7: Faculty Response Rate Reminders

Faculty will receive 2 emails while the SFQ is running to inform them of their student response rates. Faculty are not able to view their SFQ results while the SFQ is running, but can view the response rate trend.

Response Update #1 will be sent to faculty approximately 6 days after the evaluation start date.

Response Update #2 will be sent to faculty approximately 13 days after the evaluation start date.

If the response rate is not at a satisfactory level (70%), faculty are encouraged to remind their students that the SFQ is running and post a follow-up announcement in Blackboard.

Step 8: SFQ End Date

The SFQ will close for students approximately 7 days prior to the course end date of the course at the 93% mark of the course.

Step 9: SFQ Reports

SFQ reports will be sent out to faculty after the course and semester have ended. Course reports will cover the same comparative measures as the paper-based related SFQ reports.

Step 10: Review Your SFQ Reports

Remember, student feedback is an opportunity to reflect and assess your teaching. Making sense of student feedback can be challenging as, by its very nature, it puts faculty in a vulnerable space. After reviewing their SFQ reports, faculty are encouraged to consider there student feedback carefully, address any negative student feedback, consider how to further their development as a teacher and put an action plan in place to improve the feedback in future SFQs.

After you have reviewed your personalized SFQ report, you might have some questions. To learn about some “next steps” related to addressing your SFQ scores and comments, please review the Understanding Your Student Feedback document.

Also, set goals about implementing the feedback for the upcoming semester.

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