Ways to get Feedback on Teaching 

The ECEC has materials, resources, and processes available to help College of Engineering faculty get feedback on their teaching. We promote three types of input that can be used to generate actionable feedback to help individuals improve their teaching. 

Peer Observation

The ECEC's preferred tool for peer observation is the Classroom Observation Protocol for Undergraduate STEM (COPUS). COPUS is a tool for systematically documenting student and teacher behaviors as one means of assessing instructor effectiveness in STEM classrooms. Student and teacher behaviors are classified into activities such as asking a question or lecturing and are logged in two-minute intervals. The resulting data can be used to reconstruct the nature of instruction on the observed day, and class sessions can be classified according to their predominant activities.

In the ECEC's Peer Observation of Classroom Activities (POCA) program, you will observe and be observed using COPUS, and the data will be used to generate a personalized report that can help you improve your teaching.

Learn more about the ECEC's Peer Observation of Classroom Activities (POCA) program.

Student Feedback

Student feedback can be formal or informal and can be solicited at multiple points during the semester. The University of Nebraska-Lincoln's standard end-of-course student survey is called the Student Learning Experiences (SLE) survey and is distributed through Canvas and the online platform EvaluationKit

After the SLE survey, use the End of Semester Teaching Reflection Activities packet to get the most out of your SLE survey results!

You can also ask students for formative feedback during the middle of the semester. Mid-semester surveys can be created in EvaluationKit, or you can do an informal survey during classtime. See recommendations for soliciting mid-semeseter feedback.


The ECEC recommends engaging in multiple different types of reflection.