By Erin Kraal
The middle of the semester is a critical time to gather feedback on what’s working and where students are struggling. At this point, students have settled into the course, but there is still time to make meaningful adjustments.
1. Mid-Course Survey
Mid-course surveys are typically anonymous to encourage honest responses. A simple version could include:
What aspect of the course is most helpful to you?
What aspect of the course is least helpful to you?
Do you have any suggestions for improving the course?
Some instructors expand these questions to include student habits (e.g., "How often do you complete the readings?") or course logistics (e.g., "How do you feel about group work?"). Some even incorporate questions from end-of-semester evaluations.
The University of Pittsburgh’s Teaching Center offers an extensive database of sample survey questions: Midterm Survey Customization.
For additional guidance, Jessamyn Neuhaus provides insights on mid-course evaluations and how they can mitigate bias in end-of-semester reviews. Her free bonus chapter is available at Picture a Professor.
2. Student Performance Inventory
In Teaching Underprepared Students, Kathleen Gabriel emphasizes the importance of helping students assess their study habits. A student inventory can highlight behaviors linked to success in your course, such as:
How often do you visit the writing center?
Do you draw diagrams or rewrite notes?
Do you prepare for exams by reworking the problems?
Our ability to learn new things isn’t fixed; changing behavior can improve learning. After completing the inventory, ask students to identify two changes they will make in the second half of the semester. Their responses can also give you insight into how they’re spending—or not spending—their study time.
3. Project planning session
Many courses transition to larger projects mid-semester, requiring students to manage time, prioritize tasks, and break work into manageable steps. However, students—especially first-year students—may not have experience planning long-term projects.
To support them:
Provide a calendar and have students outline key tasks.
Help them estimate how long each step will take.
Encourage them to integrate deadlines into their planners, calendars, or phone reminders.
A small investment in planning can reduce stress, prevent late assignments, and ultimately save faculty time in the long run. Research shows students actively want support in time management: Inside Higher Ed Study.
4. Make a Map
A semester-long course is a journey, and mid-semester is a great time for students to reflect on their progress. Ask them to create a visual "map" of their learning experience so far:
Where did they start?
What challenges have they encountered?
What discoveries have they made?
Where is the course heading?
This activity helps students see connections between topics, which enhances deeper learning. Novice learners may miss the obvious connections between units of learning and often view course units as separate blocks, but mapping reinforces how concepts build upon one another.
5. Instructor Reflection
Mid-semester is also a key moment for you to reflect, too. Ask yourself:
Are we meeting the learning goals?
What’s working well?
What needs adjustment (for the students or for me)?
Set aside 20 minutes with a coffee and write down your thoughts. These resources provide helpful reflection questions:
Modify Kutztown’s CEL end-of-semester reflection for mid-semester: KU CEL Reflection.
Even small adjustments now can make the second half of the semester more successful for everyone!
Dr. Erin Kraal is the current Faculty Director for the Center for Engaged Learning and a professor in the Department of Physical Sciences where she teaches planetary science, astronomy, geology, and science writing. She is particularly interested in exploring how faculty teach and students learn the process of science. In her non-work time, she likes to hike, travel, and cook and has recently taken up a new hobby of learning to watercolor (yeah, YouTube videos!)