As we approach the midpoint of the semester, we may consider this an opportune time to pause and reflect—not only on our instructional goals, but also on how our students are experiencing our courses. While end-of-semester FCQs offer some insights, they arrive too late to support the students currently in our classrooms. Mid-semester check-ins, by contrast, invite timely feedback that can inform meaningful adjustments and foster a culture of care and responsiveness.
Why Check-In Now?
Mid-semester is a critical juncture. Students have had enough exposure to course content, expectations, and instructional style to offer informed feedback. At the same time, there’s still ample opportunity to make changes that could turn the tide for a student who may be struggling—academically, emotionally, or socially.
Informal check-ins—whether through short surveys, reflective prompts, or brief conversations—can surface insights that formal evaluations often miss. These practices signal to students that their experiences matter and that their voices are integral to the learning environment. They also allow instructors to clarify misunderstandings, adjust pacing, and reaffirm course goals in ways that promote equity and belonging.
Examples of Check-In Questions
Here are a few questions you might use to invite student feedback:
- What is one thing that’s helping you learn in this course?
- What is one thing that’s making learning more difficult for you right now?
- Is there anything you wish I knew about your experience in this class?
- How are you feeling about your progress in this course so far?
- What could I do differently to support your learning?
- What’s one topic or concept you’d like more time or support with?
- Do you feel comfortable participating in class discussions? Why or why not?
- What’s one change that would make this class more engaging or inclusive for you?
These questions can be adapted for written reflections, anonymous surveys, or in-class discussions. What is important to consider is that students should be encouraged to share honestly, even if anonymously (which may encourage greater participation). The goal is to create space for students to share their experiences in ways that feel safe and meaningful.
What Does the Research Say?
Recent scholarship underscores the value of informal and formative feedback practices:
- Informal Learning as Active Engagement: Decius et al. (2024) developed the Informal Student Learning (ISL) scale, showing that informal learning—such as seeking feedback and reflecting on experiences—correlates with academic performance and self-efficacy.
- Weekly Check-In Surveys: Benander & Kramer (2025) found that weekly emotional and academic check-ins helped students feel more connected and aware of their learning, even if retention outcomes were influenced by external factors.
- Mid-Semester Feedback Improves Instruction: The Poorvu Center at Yale emphasizes that mid-semester feedback leads to better teaching outcomes and stronger student-instructor relationships. Students feel empowered, and instructors gain actionable insights to improve pedagogy.
- Timely Feedback Boosts Motivation: Fisher et al. (2025) demonstrated that feedback delivered within 10 days significantly impacts student motivation. Personalized, constructive feedback was especially valued.
- Feedback as a Dialogue: Williams (2024) advocates for feedback as an iterative, student-centered process. Strategies like feed-forward, peer review, and dialogic feedback promote deeper learning and self-regulation.
A Practice of Inclusive Excellence
Checking in with students is more than a pedagogical strategy—it’s a practice of inclusive excellence. It affirms our commitment to equity, belonging, and continuous improvement. It reminds us that teaching is relational, and that learning thrives in environments where students feel seen, heard, and supported.
Let’s use this mid-semester moment to listen deeply, reflect courageously, and respond thoughtfully.
References
Benander, R., & Kramer, M. (2025). Promoting student engagement, wellbeing, and transfer of learning through weekly check-ins. Student Engagement in Higher Education Journal, 7(1), Article 1254. https://sehej.raise-network.com/raise/article/view/1254[3]
Decius, J., Dannowsky, J., & Schaper, N. (2024). The casual within the formal: A model and measure of informal learning in higher education. Active Learning in Higher Education, 25(1), 3–24. https://doi.org/10.1177/14697874221087427[1]
Fisher, D. P., Brotto, G., Lim, I., & Southam, C. (2025). The impact of timely formative feedback on university student motivation. Assessment & Evaluation in Higher Education, 1–10. https://doi.org/10.1080/02602938.2025.2449891[4]
Poorvu Center for Teaching and Learning. (2025). Mid-semester student feedback. Yale University. https://poorvucenter.yale.edu/teaching/teaching-resource-library/mid-semester-student-feedback[2]
Williams, A. (2024). Delivering effective student feedback in higher education: An evaluation of the challenges and best practice. International Journal of Research in Education and Science, 10(2), 473–501. https://doi.org/10.46328/ijres.3404[5]