Student Feedback Questionnaire (SFQ)

Institutionally, DC ensures feedback is provided to faculty regarding student learning experiences and perceptions on the quality of course/program, such as evaluation and assessment methods and the promptness of student performance. This feedback is collected and assessed through the annual Student Feedback Questionnaire. Collected student feedback helps to inform revisions to existing supports, reflect on the quality of teaching and learning at DC, and guide new initiatives to enhance the student experience.

In addition to formal SFQs, DC encourages faculty to use a Stop/Start/Continue strategy as a student feedback collection tool at midterm, and/or at various points throughout the semester.

SFQ Resources

These resources were developed for guidance on how to action meaningful changes based on the Student Feedback Questionnaire (SFQ) results. These resources are aligned with the six SFQ sections and provide suggestions on adjusting teaching practices based on student feedback.

Frequently Asked Questions

I tend to only focus on any negative comments given during the SFQ feedback process; what can I do to be able to look at my feedback holistically rather than focusing only on the negative?

Negative comments happen to all of us and you are not alone in finding that they become the focus of your attention, but they provide us with the opportunity to reflect and grow in our instructional practice. Consider using your mentor, or a trusted colleague for support and guidance. Ask them to review your data first and help prevent you from getting lost in the negative comments. TIP: Record the negative comments in a chart and take a few minutes to brainstorm multiple ways to address them in a positive and constructive way. This removes the personal nature of the comments and frames them as developmental points for the next time you teach the course.

Where should I put my focus when I am reviewing my SFQ?

There are no specific areas that are recommended that faculty pay particular attention to, however you might want to make note of areas where you have put your focus and efforts into. For example, did you make an evaluation change from a previous year? Did you begin to incorporate more ways to demonstrate industry applications? In addition, if you have had the opportunity to have the same course evaluated from the previous year, you could look if there were any areas of increase or decrease. This will allow you to see if there has been a deviation from the “normal” that you might want to dive deeper into. You may also wish to discuss areas of focus with your Executive Dean during classroom observations and performance appraisals to put comments from those areas in context.

Can I choose which class completes my evaluation?

Your faculty administrative coordinator will provide you with the course which is recommended for review, however, you may have the opportunity to switch courses, pending your timely response. Keep an eye out for the email which will tell you which CRN has been chosen and respond within the time limit provided if you wish to make changes.

What does management look at when reviewing our SFQ?

There is not one individual section which is looked at from a management perspective. The SFQ data is reviewed from a holistic perspective, with many aspects taken into consideration. This includes the type of course, the experience of the faculty member, the maturity of the course being taught, the aspirations of the faculty, and feedback from previous SFQs. Participating in self-reflection in advance of reviewing your data, as well as being open with your management if you need additional support or are looking for a change is always beneficial. 

How do I obtain previous years copies of my SFQ?

The Human Resources department keeps all previous student feedback questionnaire responses. Please reach out to your Faculty's human resources representative to obtain yours.

General Tips and Tricks When Reviewing your SFQ Feedback

  • Have a trusted colleague review your SFQ data with you, or even ahead of time should these evaluations be a point of anxiety for you.
  • Try to review the responses objectively and not to take them personally; remember: sometimes outside influences can drive student's responses (e.g., a poor result on a recent test, personal life events, etc.).
  • Consider tracking year over year changes (e.g., one year you had a low score in linking your content to industry applications. After you made changes, did you see an improvement?)
  • Concentrate on the areas you can change and reflect on those you cannot. What can you do to improve the student experience in these areas?
  • Focus on what is important to you. Do you strive to have a positive classroom? Where are your scores in that category? What changes have you made this year?
  • Consider reviewing Section II – Course/College Comparator. This will allow you to see how your course compared to the whole college in every section. This can highlight key sections that you might want to have a critical look at, or that you want to celebrate.
  • Explore the opportunities that a formal Mentor may provide or informal guidance from a trusted faculty member
  • Remember to reach out to your colleagues and the CTL for any additional support when reviewing your SFQ
  • If you have any concerns about your SFQ data, know that your Associate/Executive Deans are there to support you and provide you with assistance