Conestoga College is committed to continuous improvement processes for teaching. The Student Course Feedback survey (formerly the Student Appraisal of Teaching, or SAT) provides faculty with student feedback for continuous improvement.
Introducing the Student Course Feedback (SCF) and Early Course Check-in (ECC)
Conestoga now provides the Student Course Feedback (SCF) survey, a revitalized version of the former Student Appraisal of Teaching (SAT). This process, along with the Early Course Check-in (ECC), supports faculty in gathering timely, constructive feedback to enhance teaching and learning.
Student Course Feedback (SCF)
Early Course Check-in (ECC)
A digital survey that runs later in the term. Part of the formal feedback process for all faculty.
12 professor questions, 10 course questions, and an open-ended comment box.
Question sets are distinct for the professor and the course.
A short, formative digital survey that runs early in the term and provides early insights into student experience.
6 key question items from the SCF are provided.
For new faculty teaching a full-semester course.
As with the SAT, both anonymous surveys are administered to students through Blue, a secure online platform, integrating with Conestoga’s systems. Students receive invitations via email and can also access the surveys through eConestoga. Faculty obtain access to the ECC report during the course and the SCF report after the course.
Student Course Feedback: What’s New and What to Expect
The SCF surveys are part of a broader effort to support reflective teaching practice. While both tools gather student input, they serve different purposes and timelines:
A shorter survey than the SAT, with an open-ended comments box, reducing the number of total survey question items facilitates completion
Survey items ask students about the professor, contributing to performance appraisal discussions, and the course design separately
Synchronous and asynchronous courses now have distinct survey items, tailored to the delivery format
Reports are generated automatically when 5 or more responses are received and are shared with faculty and their Chairs. ECC reports are typically available the week after the survey closes; SCF reports are released during the intersession period. Information is provided along with the report to assist with interpreting the report.
Through invitations sent to their Conestoga and personal email addresses
Via a link on their eConestoga homepage (in the Course Feedback widget)
Faculty play a key role in ensuring meaningful feedback from students by:
Communicating the purpose of the survey to students
Notifying students that the survey is available and where to find it
Showing slides and video information to help students recognize its value
Setting aside class time (3 to 10 minutes) for completion
Monitoring participation rates with the Blue Dashboard or the eContestoga Course Feedback widget
Information and Resources for Faculty and Students
FAQ: More Information about the SCF
See a list of frequently asked questions for faculty. Note that this is an internal document, and you may need to sign in to access this document: Faculty FAQs – Course Feedback.docx
Note: If fewer than five students respond to a survey, a report will not be generated unless the response rate exceeds 40% of the class. In such cases, Institutional Research may still include the results in aggregate reporting and share them with faculty and Chairs.
Video: How to Increase Student Response Rates
https://youtu.be/KojEgVIXnBw
For Students: Introducing the Student Course Feedback Survey to Students
The ECC is a short version of the full SCF and is normally delivered in Week 5. Feedback from the ECC, which is administered in the first half of the semester, enables you to gain insight into students’ experiences and make any adjustments for the remainder of the course.
ECC may be delivered to a course in any mode: in-person, hybrid, or asynchronous. There are two sets of questions, one for synchronous (or primarily) and one for (fully) asynchronous courses.
ECC includes 5 core questions that are also SCF questions designed to help faculty reflect and adjust mid-course.
Students receive an invitation by email and in eConestoga to complete the ECC.
Early Course Check-In– Taking Action describes each ECC item and provides a variety of tips, questions, and resources that can help to improve your scores and your students’ experience in your course.
Getting More Information and Support
For help interpreting results or improving teaching practices, contact Teaching & Learning.
Elan Paulson, PhD, has been an educator in Ontario's higher education system since 2004. Before joining Conestoga as a Teaching and Learning Consultant, Elan was on the executive team at eCampusOntario. She previously served as Program Director and as an instructor in professional education programs at Western University's Faculty of Education. With a Master's in Educational Technology, Elan specializes in technology-enabled and collaborative learning to support diverse learners. She has also conducted research on faculty participation in communities of practice for professional learning and self-care.
