3. Guidance for Improvement and Development on Practices Not Covered by the Survey

The End of Course Survey captures several important aspects of teaching and learning, but it does not reflect everything that matters in a course or in an instructor’s professional growth. Some meaningful elements of teaching—such as mentoring, curriculum development, innovation, inclusivity, or discipline-specific practices—may not be directly represented in the survey questions.

If you are interested in reflecting on or improving areas of your teaching that are not addressed by the survey, consider the following:

• Use professional judgment and reflection.
  Your experience, expertise, and context provide important insight into what is working well and where you may want to grow..
• Seek formative feedback from other sources.
  Peer observations, self-reflection, or review of student work can provide additional perspectives on teaching and learning.
• Engage campus support and development resources.
  Curriculum designers, SCOTs, mentoring programs, and departmental colleagues can support growth in areas such as course design, instructional strategies, assessment, and student support.
• Focus on meaningful, sustainable improvement.
  Improvement does not require addressing everything at once. Many faculty find it most helpful to identify one or two areas to focus on each term and seek support aligned with those goals.

The End of Course Survey is one tool to support reflection and improvement. It is most effective when used alongside other sources of evidence, professional dialogue, and intentional development over time.