Center for Transformative Learning

Office Location:

3rd Floor, Stephenson Hall


859-985-3404 Writing Res.

859-985-3670 Faculty Dev.

859-985-3656 Internships

859-985-3656 Career Dev.

Hours Open:

M-Th:9:00 am–8:00 pm

F:9:00 am–5:00 pm

Hours Closed:

Daily:12:00 pm–1:00 pm

T:4:00 pm–5:00 pm

Th:3:00 pm–5:00 pm

Midterm Feedback


Many faculty members at Berea and elsewhere choose to solicit anonymous student feedback about learning at midterm for a number of reasons:

  • While end-of-course evaluations of teaching are mandatory, high-stakes, and administered at the institutional level (after the fact to collect global impressions), midterm feedback options are
    • instructor-driven and tailored to a specific context,
    • confidential and outside of the formal faculty evaluation process,
    • helpful for determining what, when, and how students are learning what you deem most important,
    • valuable for making adjustments midstream if necessary,
    • useful for communicating your goals for students’ learning or clarifying pedagogical choices.
  • They can also support student learning and encourage motivation, serving as a means
    • to engender student reflection on learning and on their own strategies and levels of effort,
    • to signal to students that they play a critical role in the educational process,
    • to communicate that their perspectives matter (just asking and being responsive has that potential, even when you don’t make all adjustments requested).


Many formats are available to you:

Follow Up

Regardless what format you choose, it’s important to briefly follow up the collection of any feedback with a conversation in the next class period about 1) key themes you have heard, 2) any changes you would make as a result, 3) clarifications about misunderstandings (of content or approach) or your rationale for particular instructional choices.

Various Options for Collecting Feedback

  Possible Advantages Possible Limitations
Paper survey Quick, easy; possible to administer to all students in class Students may be less forthcoming if they are not sure they can speak anonymously
Electronic survey More anonymous than paper survey May be more difficult to get a good response rate than with paper
Peer-to-Peer feedback A faculty peer’s conversations with your students may provide greater insights about their learning and perceptions than a paper survey;  can provide a rich opportunity for dialogue with a peer about teaching More time consuming than administering a survey; may require some preparation and guidelines or training for partners
CTL Midterm Assessment process A structured written and focus group protocol administered by an experienced consultant may provide greater insights about student learning and perceptions; entirely confidential; can open possibilities for consultation on teaching   More time consuming than administering a survey; less informal than peer-to-peer feedback
Mission & Vision


The Center for Transformative Learning (CTL) inspires and empowers members of the Berea College community to grow personally, intellectually, and professionally, by connecting to one another and to resources that support deep and active learning for life.


The Center for Transformative Learning (CTL) will be the nexus for faculty, staff and students to explore innovative teaching and learning, link to high-impact educational practices, and embrace work and vocation.