Faculty who are achieving the highest response rates are either allowing in-class
time to complete the forms or they are using incentives. Here are some ideas for
you to consider:
- Reserve time in one of your scheduled class periods (for classes that meet face-to-face)
at a time that seems best suited for the form’s completion. Then encourage students
to bring devices to class that day – laptops, i-pads/tablets, and smart phones all
work. If there is a nearby computer lab, you may wish to reserve that.
- Announce the availability of the course evaluation forms once the administration is
launched. You will receive an e-mail a few days ahead with this information.
- Remind students to complete the evaluation, especially if you will not be allotting
- Let students know that you value and use this input. Telling students how you have
used this input in the past is a great strategy, as you will have provided a specific
example of an improvement that resulted from the opinions of your students.
- Offer an incentive. Options might include bringing pizza or donuts or ice cream to
a particular class period when a specified response rate has been achieved – such
as 90 or 95 percent. Some faculty award a few points, and all say the few points have
little or no impact on final grades; others eliminate a missed homework assignment
grade or a low quiz score when a student reports completion (which is another technique
they use regardless).
- We send reminders to students who have not completed almost daily, and we always see
an uptick in response rates after this messaging. We also offer many nice prizes with
- Ferris has been achieving between 55-60% completion rates, which is similar to other
universities’ results and better than some.
- Many faculty are achieving in the 90s or even 100% with the ideas above.
- If fewer than 3 responses are completed for a particular course, a report will not
- Students surveyed in the first year overwhelmingly supported the notion that their
names not be released; thus, we do not provide information about which students completed
or did not.
- Thus, incentives that rely on students’ completion need to be framed in percentage
of overall completion OR you could ask students to send a note that reads something
like “eval complete”; however, this negates the anonymity students prefer noted in