ABSTRACT
For several decades, many teaching and learning centers have used formative student feedback to enhance student learning and instructional practice. In this chapter, the authors describe the formative student feedback system used most frequently at Center for Research on Learning and Teaching (CRLT), the MSF. Drawing on their experience and professional judgment, instructional consultants had the ability to quickly direct faculty attention to specific teaching practices and avoid overwhelming the instructor with too much information. All faculty who were surveyed indicated that they made changes to their teaching practice as a result of the Two-Survey Method (TSM). For instance, consultants might ask instructors to reflect on the patterns in the data and identify any teaching practices that may inform the numerical scores and open-ended comments. Consultations to improve teaching can be based on a variety of data. Regardless of the data used to inform consultations, the authors have identified several principles for their success.
