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Periodically I ask my students what is working, what's not working, and what could be better.

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Currently, a review of existing syllabus of a particular sujbect from a top university/college and feedback from alumni is taken. Thereafter, changes are incorporated and inputs for such changes are taken from BoS members.

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I like to administer student inventories, reflect on assessment data, and talk with colleagues who teach the course to better understand what went well and what should be adjusted.

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I have two prongs: 1. review my course at a high and a more detailed level, mapping it week by week or day by day (depending on the length of the course), looking for gaps, discontinuities, and opportunities; 2. I collect feedback from students/participants via Google or Microsoft forms and after each iteration of a course work through this feedback before the next iteration.

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My modules are aligned with the current edition of the textbook. The lecture modules are updated with each new edition of the textbook. I often update the modules with current event videos and news segments related to economics.

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I review past course notes, and determine which lesson plans worked and which ones didn't. I will revise and adjust my course accordingly. This might just be moving content around throughout the semester, or changing it altogether.

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I use the LMS to organize my materials for my face to face courses and after each class meeting I use the label tool to leave notes for me to review when the course has been rolled over into the next semester.

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I use google forms to get feedback from students. Then when possible I try to incorporate their feedback. For example, if there were directions that students struggled with, I will try to make those more clear and reserve more time in class for discussing them.

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I provide opportunities throughout the semester for students to provide informal feedback, what is working for them?, what would should be changed? I read each comment and adjust accordingly.

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Reviewing student evaluations each semester 

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Reviewing student evaluations each semester 

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This is my first semester teaching, so consequentially this will be my first review and update to my course modules. I will consider both student feedback and SLOs as well as what I've learned in this course to improve my syllabus and curriculum going forward

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I update my course modules on a rolling basis so they align with students’ needs without overwhelming them. This approach allows me to adjust the pacing and content based on how students are engaging with the material. If a particular concept requires more time or clarification, I can adapt the upcoming modules to reinforce those areas. At the same time, releasing content gradually helps maintain structure and prevents students from feeling overloaded. Ultimately, this flexible approach supports a more responsive and balanced learning experience.

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Self-assess & student input / survey.

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I ask students for feedback at midterm and the end.

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I typically check in with my students throughout the semester to see if the methods I am using are working for them. I also highly value student evaluations at the end of the semester and take those into account. Finally, I talk to my peers to ask for advice about what they do in their classes and find successful. I adjust my course to incorporate suggestions I think would be a good fit.

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I look at my student evaluations to make improvements at the end of each semester

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There are two main ways in terms of reviewing units. The first is via student evaluations and their feedback on the units. The other way is a review, where I try to identify things that I feel are missing after a lesson is delivered.

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Formally, students are provided with an evaluation Survey at the end of the semester to provide feedback. Well, while this is Great information, it does not provide a full scope of students' thoughts depending on their mood and interaction with the survey. I like to have casual conversations with students after most classes to gauge their process around the content being delivered, what they liked, what they didn't like, and make addictions based on that.

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I use a mid-semester survey asking students three basic questions: What is going well for you in this class? What would you like to change in this class? Overall, what has your learning experience been like in this class?

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The first slide of every powerpoint I have includes my notes from teaching it and what I want to update/improve for the next time I teach the content. What I want to improve is informed by my own impressions and from a pre and post test given each semester. Additionally, I ask extra credit questions on tests about what the students enjoyed the most and what they learned the most from. Ideally, I would increase the number of things they both enjoy and learn from.

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I have used end of course reflection essays, and CAT's on individual assignments throughout a semester as well as in the moment observations of student interaction, performance and engagement to make adjustments to courses. My course revisions online are also being driven by accessibility requirements.

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Students complete an exit slip using the Stop, Start, Continue protocol. I refer to the changes made based on the feedback so students see that I am reading and using their feedback.

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I am making notes and changes after each workshop delivered. I am also reviewing prior to a session, and at times, I make changes to the session. I listen to students in class, and take this into consideration.

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I collect feedback from my students every four weeks (semester system) or every two weeks (quarter system). I ask what has worked and what does not. I use that feedback to make improvements in real time. At the end of the semester, I distribute a survey to gauge in-class activities. I also have students write a metacognitive "letter" that asks them to reflect on how they met the SLOs. I update my courses with all the feedback in mind.

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During the semester, I try to make notes after each class meeting regarding what worked and what did not work. I also try to make notes on common mistakes or misconceptions on assignments. I then go back and review these ntoes when I teach the course again.

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I review student feedback and see where I can make small improvements

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I consider what students SAY and what students DO in response to my instruction and approach to make continuous improvements to my course. In some ways, what students DO (their approach to projects and learning outcomes) is more significant than what they say in my forward plan.

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Use of student surveys, course evaluations, and midsemester assessments. Always try to incorporate the latest technology that will enhance teaching and learning for students.

Utilize down time in education to revise and update course material.

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I use several different strategies to review and update course materials.  During the semester I make notes of what seems to be working well, and what should be adjusted or discarded. I review the qualitative & quantitative feedback from course evaluations. I also ask advanced lab students to review material and provide constructive feedback. These are students who have previously completed the course and who recognize that I value their constructive feedback on course design. This has been very helpful with syllabus adjustments and beta testing materials, assignments, and assessments posted to the Canvas LMS.

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Allow for students to find their voice through short presentations on chosen material that support the course material but that not everyone has read--allowing for secondary sources to be presented to the whole class that some students might then choose for their final paper based on the presentation.

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I am continuously reflecting on the effectiveness of course discussions, assignments, and experiential learning activities I employ during the course. I will make immediate changes to assignments and activities for next semester, as well as create a list of things I want to develop or change at the end of the semester for the next time will teach the course. At the end of the semester, I review my list and make the changes or notes to make the changes when I teach the course again.

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I typically review and update my course materials at the end of each semester, using student feedback and my own observations to guide edits. I look for content areas where students struggled, check for any outdated material or broken links, and note what activities or discussions were especially effective. During the semester, I make minor adjustments as needed, but more comprehensive updates happen during before the start of a new term.

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As we go over the modules I am updating based on how much the students are getting from it. Sometimes I will take out whole assignments and sometimes I will add content, it all depends on the class and the sense of how much is that specific group understanding. We have to be flexible and evolve the updates to meet the students where they are, not where we want them to be as that is not realistic.

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I always ask students for their own personal feedback as they are the ones using the courses and modules for their benefit.

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I definitely listen to the students! When I receive numerous follow-up questions about assignments, which suggests there may be some confusion with the directions, I take note of it and update my instructions for the next semester to provide more clarity. 

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I definitely listen to the students! When I receive numerous follow-up questions about assignments, which suggests there may be some confusion with the directions, I take note of it and update my instructions for the next semester to provide more clarity. 

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We have formative and summative assessments, observations (formal and informal) from the department chair person and I periodically check in with students during class and via email to ask how they are doing, what needs to be enhanced, etc. I regularly assess the delivery of instruction and the amount of student engagement.

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Currently, I utilize student/colleague feedback (end-of-semester feedback, feedback following course exams, peer evaluations, etc.) to review and update my course/modules. Additionally, I periodically check in with my students during class to ask what is going well/what could be improved.

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I use a range of tools to assess my courses. There are the formal student reviews and dean observations, of course. I ask for feedback from other instructors. I also use exit tickets and a plus-minus-delta review at midterm. I make notes regarding what lectures get the most engagement and compare those to the ones that are obviously less well received. Finally, I try to make real time adjustments based on the composition of each class as I have found this can vary widely and truly affect the generally energy of each class.

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After each semester, I update the contents such as examples in the lecture notes

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I start with a simple review of the objectives week 4. At the midterm students get a suvey called the "Midterm Course Correction". It allows for tweaking of the course methods for the 2nd half of the semester. At the end MCC provides the students with a form to review the course, make suggestions, etc. In addition, for one of my courses, each semester, we do a review of whether or not students met the objectives. Every few years there is a program review. I also solicit verbal comments from students during the course.

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I keep a OneNote notebook on that week of notes to improve/revise for next semester, as well as what to edit for upcoming weeks based on what I am learning as I teach that week.

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I keep a OneNote notebook on that week of notes to improve/revise for next semester, as well as what to edit for upcoming weeks based on what I am learning as I teach that week.

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The college uses; student evaluations, student focus groups, moderation feedback, evaluation of LMS engagement and course to consider changes to units.

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Update course content by Bringing novel data/news

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Update course content by Bringing novel data/news

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Student feedback through Midterm and final course discussions. Grades on student assignments.

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I collect feedback from students during the mid-semester time and also with exit interview questions at the end of semester. I use both sources to add improvements to my course every semester.

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I review course content a module at a time each term so that I can adjust as I go keeping in mind the current students in the class and my previous experiences with how content is shared and how students engaged.

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I constantly ask students and my coordinator for feedbaCK. I make adjustments when needed. I try to find new and interesting reading material and topics.

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I use student course evaluations to reflect and make chsnges.

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Students write a post-unit reflection with specific things they have learned from the unit. I also ask them to tell me what was the most helpful in facilitating their learning for that module. I also ask them to tell me what they found most helpful during the final, oral exam.

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I look over my course designs before the new semester as I'm prepping for the course. I use notes and evaluations to consider any changes.

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I used anonymous feedback from my students, during midterm, to modify my course syllabus. I deemphasized the aspects of learning opportunities which majority of the students found minimally helpful to their learning. I incorporated new ideas from the students which helped made the course materials more readable and accessible.

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I have offered anonymous student feedback after 2 weeks and the midterm. This allows students to critique the course, both as a whole as well as exams. The students have offered some useful feedback, which I try to implement.

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I try to add new examples and problems that I work in class. I also look at the feed back from the student evaluations.  

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I try to add new examples and problems that I work in class. I also look at the feed back from the student evaluations.  

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I try to make one moderate-large meaningful change each term that I choose to be purposeful, reflective on prior terms, and done to not just change something for the sake of changing, but to work toward my overarching goal which is getting students to direct themselves and their experience in the course as much as possible to increase intrinsic motivation.

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I looks at the course evaluations, I also incorporate a mid-course improvement survey 

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I looks at the course evaluations, I also incorporate a mid-course improvement survey 

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I update course materials every semester by incorporating current news items about the business and economic environment that are closely tied to course topics.

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I gain feedback from end of the semester student surveys, course evaluation, and other instructors teaching the same course.

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I gain feedback from end of the semester student surveys, course evaluation, and other instructors teaching the same course.

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I like to glean feedback after each major assignment or assessment. I usually do this via a survey that asks 3 or 4 questions based on what I saw within the assessment or assignment. At the end of the course I like to ask students for what worked for them and why, and of course, what didn't work and why. I use this to look at the next iteration of the class.

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I update my course in many different ways, specifically, I look into students evaluation and comments to improve the course and to improve instructor's input. Secondly, I talk to my collegues who teach same/similar courses to know their thoughts. Third, I also ask myself how to improve the course for better students learning and outcome. 

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I update my course in many different ways, specifically, I look into students evaluation and comments to improve the course and to improve instructor's input. Secondly, I talk to my collegues who teach same/similar courses to know their thoughts. Third, I also ask myself how to improve the course for better students learning and outcome. 

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If there were any questions or concerns from the students the previous semester. I will address the feedback in the current course. I update with new materials that are current in the news to make the subject relevant. e news to make the subject relevant.

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Use student and personal feedback to update during and before each semester

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Use student and personal feedback to update during and before each semester

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I use a feedback plugin to collect anonymous student feedback (posted on my canvas course homepage) throughout the semester as well as take personal notes on my current assignments to make updates (the ones that are possible) during the semester so my current student cohort can benefit from it. I also make changes and design new assignments based on the feedback from students (reasonable requests) for the future classes.

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I update my course as per the current research and discoveries in a particular area. So it is an ongoing process. In addition, I also update my course with more reinforcing materials as per student feedback. All my courses are managed by Canvas and everything is updated like, the powerpoints, videos, transcripts supplementary readings and supplementary videos.

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Every semester, I collect student feedback twice and work on improvement or minor changes, minor additions while teaching. At the end of the semester, I work on adding more structure to the course, adding assignments and quizzes/polls for active learning based on my own experience of where the students struggle to learn during each lesson.

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I adjust materials as needed during the semester. After the semester, I review student feedback and reflect on what went well and what needs to be improved or revised.

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I adjust materials as needed during the semester. After the semester, I review student feedback and reflect on what went well and what needs to be improved or revised.

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I coordinate the materials for a large enrollment course, taught by many instructors. I rely on the feedback from the other instructors and the students throughout the semester and at the end of the term to help me see what is working and what is not. Minor adjustments are typically made in real-time, whereas more significant adjustments are made between semesters.

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I work to update my course material in real-time as I see something that may need to be updated and changed--this way I don't have a significant amount of changes to make after I complete the semester.

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I make notes throughout a semester on what worked/did not work, and I incorporate any modifications in the following semester. In addition to this, I look through student evaluations and discuss with colleagues teaching the other course sections to make other changes as well.

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Based on students feedback on topics that may be more difficult for them. Then will review and modify by adding more time/assignments/work in class.

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I gather per-session feedback and seek to either adapt follow-on sessions in response to feedback where appropriate or list activities for a future year of the course. I also discuss end-of-semester feedback with colleagues to decide on course enhancements for a future year. I encourage colleagues to use per-session feedback and as a course, organiser, I circulate per-session feedback among colleagues in relation to their own sessions to support further development. All of this is reliant on use of course feedback forms. However, I also identify important student misconceptions during my marking of scripts and incorporate these into my action points for course development for future years of the course. I encourage use of staff-student liaison meetings to identify areas for improvement in a timely manner. Additionally, I attend seminars and webinars on pedagogy and review recommended literature, to identify ideas for improving student engagement, including through developing a sense of community.

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I keep a copy of all electronic materials, assessments, and readings. I update this folder as the semester goes on so that I have updates when I teach the course again.

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I offer a weekly survey to students where they can let me know what they are struggling with and what is working for them. As I receive that feedback I either update immediately or note it in my semester notebook exactly what needs to be adjusted. I refer to the semester notebooks as I prepare for upcoming semesters.

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I like to update as I teach-any edits, additional articles I add there. Anything I come across a new resource, I will go back into the syllabus or materials add it then. it works better for me than doing it right before I teach the class.

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My courses are organized into learning modules in Brightspace. During the semester, I make changes to the learning modules based on immediate student feedback. I also use student course evaluations to modify activities or delivery modes. If I've learned something new that I want to try, I insert it in the appropriate learning module, even if we've already finished. That way, when I copy courses to the next semester, the new materials come with it. Some new things get hidden, so as not to confuse the students, but some changes are transparent and students are free to comment right away.

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How I review and update course materials

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How I review and update course materials

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I usually try to gauge how students are responding to course materials and syllabus by keeping an open dialog with them and asking plainly about their thoughts on the course materials in relation to their abilities for success. While it is usually hard to update them after being submitted. I will post addendums and changes in announcements after modifying the documents at hand.

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I try to make changes in real time as I realize something didn't work like I planned or I have an idea for improvement. This way, the change is ready for me next time I teach. However, sometimes I create notes for future prep, but this is less effective for me because I've often forgot the circumstances around the change by the next time I teach.

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During the course, I make notes on the syllabus about changes given questions, engagement and outcomes (did the students learn and do)? After a course, I tend to step away from it after a quick review,  but generally save larger reflections for later once I'm more rested and away from the course. I can  gather my thoughts about what went well and didn't, get PD around teaching and perhaps these issues, and double back then to student evals. What has struck me is how often what I want to change they too remark on. During course prep, I use syllabus creation as a time for deep change,  and may even go deep into the course to make assignment, reading and rubric changes while I'm thinking of them.

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I tend to make notes at the end of each live lecture as to how organized the lecture was as well as how engaged the students seemed to be. I also add notes on information that could be revised or taken out completely, and what discussion questions should have been added that weren't in the lecture originally.

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For minor things (e.g., unclear instructions) I make changes to the syllabus and corresponding Canvas module same-day. I solicit student feedback early on, with extra credit questions on the first exam for what is going well and what changes they would like to see. Some of these changes can be integrated during the semester, some require broader changes before the next semester. When administering TEQs, I iterate to students that I truly care about their written comments and consider them when planning for a new semester/new course.

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Generally, I use student end of course evaluations as well as some of my own questions (what would you keep? what do you want to learn more about?) For the current course I want to update, it has been several years since I last taught it with the pandemic in between so I feel like I need a wider reassessment.

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I like to do a mid-semester evaluation in order to gauge what is or is not working for students. That way I have the opportunity to change course if necessary to meet the students needs. Also, it helps to know what is working so that you don't change something that did not need to be changed.

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When I run the course, I have a document called Next Iteration, where I write down all ideas I have for improvement as I teach the course (this includes my observations or comments from students). Then I add to the document a summary of the feedback received from students. When I prepare for the next iteration of the course I use that document to select two or three things I see possible to improve.

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The university has standardised surveys for course review and teaching review that are completed by students. These are generally reflected on by the academics after each running of the course. In some instances they work with Learning Designers to help improve the course for the next instance.

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I usually update my language courses every semester. I do not change everything. I read the student learning objectives and make some changes to those activities that work well in the prior semester, but that needed something else. I often take notes of what I could add to improve the activities and at the end of the semester I make those changes.

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Throughout the semester my students reflect on their learning, what's working/what's not, etc. and I always use that feedback the next time I teach the course to make revisions and updates. I also tend to share my course and what I'm doing with other people I work with and get great advice from them -- especially when something I thought would work doesn't! Also, if I find myself sending lots of announcements clarifying something, I always make a note to go back and adjust that particular thing.

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Looking at learner feedback continuously. I include pulse checks throughout that ask about "how much time spent per week", which content has been most helpful in completing course tasks/assignments, what has not been helpful, and  what have they been able to use immediately.

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Write down thoughts as the course progresses, receive student feedback, bring the faculty together at the end to review and make recommendations for the following year

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Throughout the semester I make notes of what worked and what were concerns. If drastic concerns are presented, I will update during the semester. However, generally I will make changes for the next semester.

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I try to make notes about changes as I notice issues or things come up and then actually make changes between semesters.

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I use a combination of my own reflective notes, and feedback that I have solicited from students, to make small changes between semesters. If I have a longer amount of time, I then consider changes in context/curriculum, to make larger, and broader alterations.