Mirza, S. (2024, April), Continuous Student Feedback to Improve Teaching Method/Quality  Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46025

\bibitem{asee_peer_46025}
  Mirza, S. (2024, April), \emph{Continuous Student Feedback to Improve Teaching Method/Quality}
  Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada.
  10.18260/1-2--46025

Shamim Mirza.  "Continuous Student Feedback to Improve Teaching Method/Quality".  2024 ASEE PSW Conference, Las Vegas, Nevada, 2024, April.  ASEE Conferences, 2024.  https://peer.asee.org/46025 Internet.  16 Aug, 2024

\bibitem{asee_peer_46025}
  Shamim Mirza.
  "Continuous Student Feedback to Improve Teaching Method/Quality".
  \emph{2024 ASEE PSW Conference, Las Vegas, Nevada, 2024, April}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46025 Internet.  16 Aug, 2024

@INPROCEEDINGS{asee_peer_46025
author = "Shamim Mirza"
title = "Continuous Student Feedback to Improve Teaching Method/Quality"
booktitle = "2024 ASEE PSW Conference"
year = "2024"
month = "April"
address = "Las Vegas, Nevada"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46025}
number = {10.18260/1-2--46025}
}

TY  - CPAPER
AB  - End-of-semester teaching evaluation is a traditional method to get students’ feedback on the instructor’s teaching method/quality and the course content which the instructor receives after the final grade is submitted. Therefore, students’ feedback may assist the instructor in improving his/her teaching methodology/quality but does not benefit the students who provided that feedback. To incorporate students’ feedback in the ongoing semester/term, some instructors also consider a mid-semester course evaluation survey. However, the mid-semester survey often fails to provide the intended feedback primarily for two reasons – (1) students’ perception that the instructor may identify them and adversely impact their course grades, and (2) simply because they do not want to participate in any feedback. However, immediate actions followed by feedback from the end of a module quiz/assignment can improve – student engagement, classroom learning environment, and teaching methodology/quality. A case study effectiveness of this continuous feedback-actions approach will be presented. 
AU  - Shamim Mirza
CY  - Las Vegas, Nevada
DA  - 2024/04/18
PB  - ASEE Conferences
TI  - Continuous Student Feedback to Improve Teaching Method/Quality
UR  - https://peer.asee.org/46025
DO  - 10.18260/1-2--46025
ER  -