Mid-term and end-of-term surveys in college courses
How students describe their classroom experiences
Across 34 courses
When students rated their course, workload and difficulty counted most, then how it was organized
The student voices are students’ own words; brackets replace anything that could identify a person or a course.
Students rated their learning experience, then picked up to two things that most influenced the rating.
What most influenced the rating
Workload / difficulty level
46%
Organization/structure (Canvas, pacing, deadlines)
40%
Clarity of explanations/examples
35%
Alignment (lectures/discussion/exams match)
34%
Stress / anxiety in the course
33%
Interest / relevance / value
27%
Support & access to help (office hours, responsiveness)
27%
Feeling welcomed / respected / belonging
25%
Feedback / guidance on how to improve
23%
Peer support / discussion climate
13%
Other
2%
Students could pick more than two, so the bars total more than 100%.
The average rating of the learning experience, course by course (0 = Poor, 10 = Excellent)
All students 7.2 · courses from 3.7 to 9.5
010
Each dot is a course; the line is all students.
Learning hard material
What helped students feel they could learn hard material
What made hard material learnable, in students’ words, was ordinary: practice like the exams, clear explanation, help when they asked, and ways to see and fix mistakes. What they asked for was support to keep up, not an easier course.
63%Feel confident they can master the material“I feel confident I can master the material in this course.”
32% of students described the course or its material as hard. That was not a request for an easier course:
- 0.1 lower: their average rating, against classmates who did not call it hard
- 99% also praised something in the course
- 57% also asked for something specific: more practice, more explanation, a slower pace, a way to get help
- 16% called the exams too hard, or asked for easier ones
What students wrote helped
Practice or study material helped them learn
36%
The instructor explains clearly, or makes the material manageable
35%
The instructor encouraged them
35%
The instructor’s help helped them
28%
The course is well organized
24%
The discussion sections or recitations helped them
23%
Reviewing the exam afterwards helped them
19%
Office hours helped them
18%
The instructor cares more that they understand than about grades
14%
The feedback on their work helped them
12%
Explaining why the course is set up as it is helped them
12%
A way to protect the grade or recover points
10%
Chances to redo or correct work helped them
10%
What students criticized, or asked for
Criticized the exams or quizzes
28%
unlike what was taught or practiced
10%
too hard
10%
questions confusing, tricky, or vague
8%
Criticized how the instructor teaches, or asked for a change
19%
The pace is too fast, or asked to slow down
16%
Stressed or anxious about the course, its exams, or its deadlines
13%
Criticized the grading
12%
Asked for more or different practice material
12%
Too much material at once
12%
Asked for more explanation in class, or felt left to teach themselves
9%
The amount of work is too much
7%
Asked to change how the sections run
6%
Something kept them from getting help
5%
A list holds every theme about the question that at least a tenth of students wrote about (a twentieth for criticisms and requests), largest first; the rest, with every theme’s definition and count, are under “How the comments were counted” at the foot of the page.
Practice or study material helped them learn“Our professor gives us a lot of practice problems to solve, and these problems help us understand the concepts we discuss during lecture.”Mid-term survey · why they rated the course as they did
The instructor explains clearly, or makes the material manageable“I feel supported because the instructor breaks down intimidating concepts into manageable steps”End-of-term survey · what made them think the instructor gives enough support to meet expectations
The instructor encouraged them“She has come up to me personally, in a class of hundreds, to check in how I am doing with the material. She has encouraged me as an individual to keep trying.”Mid-term survey · what makes a message from the instructor feel real rather than fake
The instructor’s help helped them“I think that the support from tas/ the professor is helpful in preparing.”Mid-term survey · what made them think the instructor believes they can succeed
Described the course or its material as hard“I think youre doing great, its a hard course with a lot of hard stuff, just stay accessible”Mid-term survey · the #1 thing they want the instructor to know
Criticized the exams or quizzes“I like the quizzes but they are not the same questions as the ones on the exams and the exams are more difficult.”Mid-term survey · the #1 thing they want the instructor to know
The pace is too fast, or asked to slow down“I feel like the lectures are very fast paced and more words on the slides would help me catch up especially if I was writing notes and fall behind on what the professor is saying.”Mid-term survey · why they rated the course as they did
Asked for more or different practice material“It would be very helpful if previous exams were made accessible. This would allow students to better understand the format and style of the questions before taking an exam”End-of-term survey · the #1 thing they want the instructor to know
Asked for more explanation in class, or felt left to teach themselves“I feel as though the main understanding of material comes from review that is done independantly”Mid-term survey · why they rated the course as they did
Chances to redo or correct work helped them“allowing us to resolve exam questions for partial credit really helped my learning and kept me motivated. It made me focus on actually understanding my mistakes instead of just stressing over a grade.”End-of-term survey · the #1 thing they want the instructor to know
The fellowship’s mindset practices: what students noticed, and what engaged them
- Communicated that mistakes and struggles are a normal and valuable part of learning60% noticed, made more engaged27% noticed, did not impact engagement11% said the instructor never did this90% of instructors said they used it
- Shared stories of struggling and eventually succeeding35% noticed, made more engaged17% noticed, did not impact engagement47% said the instructor never did this68% of instructors said they used it
- Gave feedback that shows how to improve, not just what's wrong57% noticed, made more engaged23% noticed, did not impact engagement19% said the instructor never did this87% of instructors said they used it
- Gave chances to learn from mistakes57% noticed, made more engaged22% noticed, did not impact engagement21% said the instructor never did this61% of instructors said they used it
- When giving critical feedback or difficult messages, showed both high standards and belief that the student could meet them51% noticed, made more engaged25% noticed, did not impact engagement21% said the instructor never did this81% of instructors said they used it
- Gave chances to work on major assignments in stages, first alone and then with classmates40% noticed, made more engaged14% noticed, did not impact engagement45% said the instructor never did this55% of instructors said they used it
Students chose one of four answers: it made me more engaged; it did not affect my engagement; it made me less engaged (not drawn); or my instructor never did this. Instructors answered their own survey about the same practices.
Belonging
What helped students feel they belonged
Belonging came from two directions: classmates they worked with and got to know, and an instructor who treated them with respect, cared, and knew them as people.
77%Feel they belong in the class“I feel like I belong in this class.”
What students wrote helped
Working with or getting to know classmates helped them
36%
The instructor treats students with respect, fairly, or equally
34%
The instructor cares about them or their learning
31%
The instructor is kind, patient, or approachable
26%
The instructor knows students as people
15%
Classmates are supportive or welcoming
11%
What got in the way
Criticized how the instructor treats or responds to students
16%
Doubt themselves or their place in the class
9%
Working with or getting to know classmates helped them“I like how in class questions could be discussed with peers and I liked how in recitation, we have groups that we can work on the worksheets together with. This definitely improved my understanding and learning.”End-of-term survey · belonging practice they chose: what the instructor said or did
The instructor treats students with respect, fairly, or equally“He answers every question with respect and care for the student, not making people feel bad for asking "stupid questions"”Mid-term survey · what made them think the instructor believes some students are smart and others not
The instructor cares about them or their learning“I'm super happy my professor cares so deeply about the students, it makes it much easier to engage.”Mid-term survey · the #1 thing they want the instructor to know
The instructor is kind, patient, or approachable“The professor is very approachable and kind when it comes to asking questions and asking for him to explain things further.”Mid-term survey · why they rated the course as they did
The fellowship’s belonging practices: what students noticed, and what engaged them
- Communicated that all students belong and can succeed48% noticed, made more engaged37% noticed, did not impact engagement15% said the instructor never did this94% of instructors said they used it
- Described drop-in hours as a time for any student, not just those who are struggling56% noticed, made more engaged37% noticed, did not impact engagement7% said the instructor never did this84% of instructors said they used it
- Shared, or had students reflect on, stories of feeling uncertain at first and later finding their place35% noticed, made more engaged21% noticed, did not impact engagement44% said the instructor never did this45% of instructors said they used it
- Ran activities where students got to know classmates or worked together on course material60% noticed, made more engaged24% noticed, did not impact engagement13% said the instructor never did this97% of instructors said they used it
- Signaled that students’ backgrounds, identities, or experiences are valued35% noticed, made more engaged21% noticed, did not impact engagement43% said the instructor never did this58% of instructors said they used it
Worth it
What made the course feel worth it
What made the material matter, in students’ words, was seeing it used outside the course: in research, in careers, and in helping other people.
75%Find the content of the course interesting“I find the content of this course interesting.”
68%Plan to take more courses in the subject
61%Say what they are learning will help them improve the world around them“The material I'm learning in this course will help me improve my family, community, or any other part of the world around me.”
What students wrote
Connections to the world outside the course engaged them
22%
Wrote about how the knowledge can help others
13%
The material or topics are interesting or valuable
12%
Connections to the world outside the course engaged them“Prior to every unit we do a lecture on how the biology we are learning about is used in research, medical advancements, ect which makes the content more interesting to learn about.”Mid-term survey · purpose practice they chose: what the instructor said or did
The material or topics are interesting or valuable“So far I feel that I can handle the course academically, and I enjoy the content.”Mid-term survey · why they do not feel they belong in this class
The fellowship’s purpose practices: what students noticed, and what engaged them
- Explained why the course is structured as it is, or why specific assignments matter for learning48% noticed, made more engaged27% noticed, did not impact engagement23% said the instructor never did this94% of instructors said they used it
- Asked students to reflect on how the course connects to their goals, values, or future plans35% noticed, made more engaged20% noticed, did not impact engagement44% said the instructor never did this52% of instructors said they used it
- Showed how what students learn can help others or make a difference42% noticed, made more engaged24% noticed, did not impact engagement33% said the instructor never did this48% of instructors said they used it
- Showed how others use this knowledge, such as in research or in former students' careers45% noticed, made more engaged23% noticed, did not impact engagement31% said the instructor never did this42% of instructors said they used it
Expectations and support
Almost every student said their instructor holds everyone to high expectations. What differed was whether they felt they had enough support to meet them.
97% of students agreed at least slightly that their instructor holds everyone to high expectations; 82% agreed outright. Among them, the more they agreed there was enough support, the higher their rating, confidence, and belonging, the less often they felt stressed, and the more comfortable they were asking for help: 86% could ask the instructor without feeling they were a bother, against 45% of the others.
By their answer on “My instructor provides enough support for students to meet the high expectations in the course.”
Strongly Agree455 students8.6average rating of their learning experience (0 = Poor, 10 = Excellent)
- 85% confident they can master the material
- 91% feel they belong in the class
- 37% often or always stressed
Agree544 students7.4average rating of their learning experience (0 = Poor, 10 = Excellent)
- 66% confident they can master the material
- 83% feel they belong in the class
- 52% often or always stressed
Slightly Agree212 students6.2average rating of their learning experience (0 = Poor, 10 = Excellent)
- 43% confident they can master the material
- 63% feel they belong in the class
- 71% often or always stressed
Slightly Disagree76 students5.2average rating of their learning experience (0 = Poor, 10 = Excellent)
- 33% confident they can master the material
- 47% feel they belong in the class
- 87% often or always stressed
Disagree39 students3.9average rating of their learning experience (0 = Poor, 10 = Excellent)
- 23% confident they can master the material
- 33% feel they belong in the class
- 79% often or always stressed
Strongly Disagree47 students2.2average rating of their learning experience (0 = Poor, 10 = Excellent)
- 5% confident they can master the material
- 21% feel they belong in the class
- 94% often or always stressed
Only 3% of students disagreed that their instructor holds everyone to high expectations, so the surveys say little about low expectations. One survey shows which experiences go together, not which came first.
Wrote that their instructor's messages of belief or support feel real, and why“It felt real in this course because my professor gave the students ways to improve their grade and alway makes herself available for help.”Mid-term survey · what makes a message from the instructor feel real rather than fake
Wrote that the instructor's message of belief or support feels empty, or is not matched by what the instructor does“I felt it was performative, a lot of professors say this, however, I have not seen or heard anything in the course so far which proves that the professor views otherwise”Mid-term survey · what makes a message from the instructor feel real rather than fake
Wrote that the instructor's response after an exam or a low score helped them“After I struggled on my first test, I went to office hours and she worked with me and told me that she believes in me and that I can pass this class”End-of-term survey · mindset practice they chose: what the instructor said or did
Wrote that their instructor believes every student can succeed“My professor has spoken to the class multiple times about how confident she is with the class and how she has a high expectation because she knows we can all reach that level.”Mid-term survey · what made them think the instructor believes some students are smart and others not
What students take with them
What students said they gained, and what they asked their instructor to keep
37%Praised the course or their instructor in general words
“Keep doing what you are doing, you are a great professor!”
End-of-term survey · the #1 thing they want the instructor to know21%Wrote that what they learned will be useful later
“The material we learn in this course will have a good effect on future classes.”
Mid-term survey · what made them think the instructor believes they can use their knowledge for good19%Wrote that they learned a lot, or gained skills
“I have learned quite a bit in this course; the study guides helped me a lot.”
Mid-term survey · why they rated the course as they did11%Asked their instructor to keep doing what they do
“I would say just keep doing what your are doing because it is working.”
End-of-term survey · the #1 thing they want the instructor to knowAppendix
More detail, folded
Is it different in large courses?
In three ways. Ratings, belonging, and respect were lower in courses of 50 or more; support slipped there over the term while expectations held; and students wrote about different things: exams, sections, and office hours in large courses, feedback, projects, and introductions in smaller ones.
Ratings, belonging, and respect, by course size
| Course size | Courses | Students | Rating (0 to 10) | Feel they belong | Treated with respect |
|---|---|---|---|---|---|
| under 20 students | 11 | 91 | 7.9 | 85% | 94% |
| 20 to 49 students | 12 | 358 | 7.7 | 80% | 91% |
| 50 or more students | 11 | 1,272 | 7.0 | 75% | 77% |
“My instructor provides enough support for students to meet the high expectations in the course.” on the mid-term and end-of-term surveys, by course size
Mid-term surveyEnd-of-term survey
1 Strongly Disagree4 Slightly Agree6 Strongly Agree
mid-term · end of term
Courses of under 20 students33 students
5.0 · 5.3
Courses of 20 to 49 students140 students
5.2 · 5.3
Courses of 50 or more students725 students
5.0 · 4.6
What students wrote about, by course size
| What students wrote | under 20 | 20 to 49 | 50 or more |
|---|---|---|---|
| Criticized the exams or quizzes | — | 7% | 35% |
| Practice or study material helped them learn | — | 19% | 42% |
| The discussion sections or recitations helped them | — | — | 28% |
| Wrote about office hours | 17% | 42% | 53% |
| The feedback on their work helped them | 28% | 19% | 9% |
| Hearing others’ experiences helped or reassured them | — | 13% | 4% |
| Wrote about introductions or icebreakers | — | 13% | 3% |
| Wrote about a major project | 33% | 17% | — |
A dash: too few students in that size to show. Most courses of 50 or more are in the life sciences, so size and subject are tangled.
How the comments were read and counted
- An AI model (Claude) read every answer in full, from each of the 1,636 students in the 34 courses who wrote at least one answer in their own words. It read each student’s answers from both surveys together.
- One list of 211 themes was written for all the courses, with a definition of what each theme includes and what it leaves to another theme. The list was tried on two courses, then revised three times: after that trial, after every answer was searched for themes the list lacked, and after the first six courses were read. Those six courses’ answers were then checked again against the changed definitions.
- The same model read every student’s answers twice against that list, in two separate readings, each made without the other’s results. In 92% of the cases where either reading put a student under a theme, the other reading did too.
- Where the two readings differed, or a reading marked a doubt, a third reading by the model decided.
- A theme’s count is shown only where at least ten students in at least three courses wrote about the theme, and at least ten of those students are outside the course that has the largest number of them.
- The student voices are students’ own words from their written answers, each checked against the survey file, with anything that could identify a person or a course replaced in brackets; they come from courses where at least 20 students answered in writing, and were chosen for each theme to show what most students said about it, hedged and mixed answers included.
The questions students answered in their own words
The written questions whose answers were read for this page, in the survey’s words. Where a question repeated a student’s own answer or the practice they chose, that part is shown in brackets.
On both surveys
- What is the main reason for your rating? Please mention one specific thing that helped or hindered your learning.
- What most influenced your rating? (Select up to 2) The answer “Other (please specify)” had a box for their own words.
- You chose to provide more information about the following practice: [the belonging practice they chose]. What did your instructor do or say, and why did it affect your engagement in this course?
- Some instructor messages (e.g., “I believe you can succeed”) feel genuine, and others can feel like empty words. What makes a message feel real vs. fake in this course?
- You chose to provide more information about the following practice: [the growth-mindset practice they chose]. What did your instructor do or say, and why did it affect your engagement in this course?
- You chose to provide more information about the following practice: [the purpose practice they chose]. What did your instructor do or say, and why did it affect your engagement in this course?
- Your responses will help your instructor improve. What is the #1 thing you want them to know?
- You said [their answer] in response to the question: How often, if ever, do you wonder: "Maybe I don't belong in this class?" What happened in the course that caused you to provide this answer? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] in response to the statement: I think that most of my classmates question whether I belong in this class. What happened in the course that caused you to provide this answer? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] in response to the statement: Students in my course feel like our instructor treats them with respect. What happened in the course that made you feel this way? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] with the statement: My instructor believes that some students are smart and others are not. What happened in the course that made you feel this way? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] in response to the statement: My instructor cares more that I learn and improve in class, rather than that I get the highest grade on my first try. What happened in the course that made you feel this way? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] in response to the statement: My instructor in this course believes that I can use my knowledge one day to have a meaningful positive impact on my family, community, or the world around me. What happened in the course that made you feel this way? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] in response to the statement: My instructor makes me feel like I'm one of the students who can be successful at meeting the expectations in the course. What happened in the course that made you feel this way? For example, did your instructor or other students say or do something that made you feel this way?
- You said that you [their answer] in response to the statement: My instructor provides enough support for students to meet the high expectations in the course. What happened in the class that made you feel this way? For example, did your instructor or other students say or do something that made you feel this way?
On the end-of-term survey only
- Were there any assignments or activities that were particularly engaging or made you feel confident you could succeed in the course?
- Was there anything about the grading and how the course was structured that helped you feel engaged or confident in this course?
- Was there anything that made you feel disengaged or made you lose confidence in the course?
How the comments were counted: the themes and their counts
Each row is a theme whose count passes the rule in “How the comments were read and counted”: at least ten students in at least three courses, and at least ten of them outside the course that has the largest number of them. Each count is out of the 1,636 students who wrote at least one answer; a student who wrote for two courses counts once in each, and a student can be in several rows. A student who wrote about a theme in more than one answer, or on both surveys, counts once for it. An indented row is part of the nearest row above it that is less indented. A row that says “in any way” counts every student who wrote about the thing, whether they praised it, criticized it, or only described it.
| What the students wrote | Students | Share | Courses |
|---|---|---|---|
| What helped them, and the parts of the course they wrote about | |||
| Praised how the course is organized: well organized, clear instructions or expectations, a clear schedule, due dates spread out, parts that build on each other or match the lectures, work in stages, everything easy to find or follow | 389 | 24% | 32 |
| Praised the grading as fair, clear, or consistent, or grades returned quickly, or praised how the grade is built: on learning or improvement rather than points, a grade they choose and work toward, or little weight on exams | 210 | 13% | 21 |
| Praised grading that is lenient about mistakes or low scores: partial credit, work graded on effort, completion, or the process, or work worth few points | 130 | 8% | 19 |
| Praised a way to protect their grade or recover points without redoing work: extra credit, a curve, the lowest score dropped, a final that replaces a low score, or a chance to ask for a regrade | 164 | 10% | 12 |
| Wrote, in any way, about points or graded work as what brings them to class or keeps them prepared, working, or accountable | 94 | 6% | 13 |
| Wrote, in any way, about chances to redo, resubmit, revise, retake, or correct work for credit | 221 | 14% | 20 |
| Wrote that these chances helped them learn, see or fix their mistakes, improve, or feel confident or less stressed, or that they like or value them | 156 | 10% | 14 |
| Asked for more chances to redo or correct work, or wrote that there were too few of them, or too little time to use them | 17 | 1% | 6 |
| Wrote, in any way, about flexibility in deadlines, attendance, or pace: extensions, late work accepted, deadlines they choose, working at their own pace, make-ups, or accommodations | 105 | 6% | 22 |
| Wrote that this flexibility helped them, or that they like or value it | 58 | 4% | 17 |
| Asked for extensions, late work, make-ups, a missed session or a score to be dropped, or more flexible attendance, or objected that these were not allowed | 27 | 2% | 9 |
| Wrote, in any way, about reviewing an exam or quiz after it: a reflection sheet on how they prepared and what went wrong, or discussing the exam in class or with the instructor | 523 | 32% | 12 |
| Wrote that reviewing the exam helped them | 315 | 19% | 10 |
| Asked to review the exams more, or to do the reflection more often | 18 | 1% | 4 |
| Wrote that practice or study material helped them learn, understand, prepare, see where they stand, or feel confident, or that they like it: practice problems, worksheets, homework, quizzes, practice exams, study guides, review sessions, problems worked in class, notes, or worked examples | 587 | 36% | 24 |
| Wrote that the textbook or the readings help them learn, understand, or prepare | 44 | 3% | 10 |
| Wrote, in any way, about the discussion sections or recitations, their worksheets, or the group work in them | 564 | 34% | 8 |
| Wrote that the sections, their worksheets, or their group work helped them learn, understand, prepare, engage, or get to know classmates, or that they like them | 373 | 23% | 5 |
| Asked to change how the sections run, or wrote that something in the sections did not work for them | 104 | 6% | 6 |
| Wrote, in any way, about class discussions, as a class, in small groups, or on discussion boards | 96 | 6% | 22 |
| Wrote that the discussions were interesting or engaging, that they like the discussions, or that the discussions helped them learn, hear other views, or talk with classmates | 49 | 3% | 15 |
| Wrote, in any way, about working with or getting to know classmates: problems worked in pairs or groups, project or study groups, introductions, classmates' support or welcome, or knowing few of them | 936 | 57% | 34 |
| Wrote about getting to know classmates through introductions or icebreakers | 93 | 6% | 18 |
| Wrote that the introductions helped them meet classmates, feel comfortable, or engage | 53 | 3% | 15 |
| Wrote that working with or getting to know classmates helped them (learning from each other, getting help, feeling comfortable asking, making friends), that classmates make the class better, or that they like it | 588 | 36% | 31 |
| Wrote that they prepare, keep up, or take part because their group relies on them | 24 | 1% | 7 |
| Wrote that classmates are supportive, welcoming, respectful, kind, or friendly, or that they feel welcome or that they belong among them | 177 | 11% | 26 |
| Wrote that classmates were dismissive or unwelcoming, belittled them, kept to closed groups, or excluded them or ignored their ideas | 23 | 1% | 6 |
| Wrote that they know or talk with few or no classmates, or feel isolated from them | 53 | 3% | 13 |
| Asked to change how working with classmates runs, or named a problem in how it runs | 95 | 6% | 15 |
| Asked for more work with classmates, or more chances to talk with them in class | 26 | 2% | 14 |
| Wrote that they would rather have less group work or none, that it takes time from teaching, or that working with classmates did not work for them | 44 | 3% | 10 |
| Wrote, in any way, about the labs | 138 | 8% | 9 |
| Wrote that the labs were engaging, or helped them understand or build skills or confidence, or that they like them | 77 | 5% | 7 |
| Wrote, in any way, about a major project (a term, research, design, or group project) | 96 | 6% | 15 |
| Wrote that the project was engaging, helped them learn or use what they learned, or that they like it | 54 | 3% | 10 |
| Named a specific assignment or activity as engaging, interesting, enjoyable, or helpful | 123 | 8% | 18 |
| Praised the course's hands-on way of learning: building or making things, learning by doing, or in-person activities or visits | 46 | 3% | 12 |
| Wrote, in any way, about choice or independence in the work: choosing their topic or approach, room to explore, or the instructor encouraging their own ideas | 32 | 2% | 12 |
| Wrote that they like or value this choice, or that it engaged them, let them be creative, or helped them learn | 22 | 1% | 8 |
| Wrote, in any way, about written reflections or plans the course asks for: on their goals, values, or future plans, a study plan, or what they learned or will improve | 288 | 18% | 27 |
| Wrote about reflections on their goals, values, or future plans | 170 | 10% | 25 |
| Wrote that the reflections helped them or that they like them | 120 | 7% | 18 |
| Wrote, in any way, about the course asking them to connect the material to their own lives or experiences, or helping them understand themselves or the people around them | 58 | 4% | 19 |
| Wrote that this made the course engaging, meaningful, or easier to understand, that the material is useful in their own life, or that it helped them understand themselves or feel they belong | 27 | 2% | 10 |
| Wrote, in any way, about the course bringing in the world outside it: real-world examples or applications, research, professionals' work, guest speakers or visits, careers, or how the knowledge helps others | 819 | 50% | 34 |
| Wrote about guest speakers, visitors to the class, or a class visit to a workplace | 62 | 4% | 12 |
| Wrote about careers, jobs, majors, or professional development (career advice, assignments about careers, or people's paths through jobs in the field) | 134 | 8% | 26 |
| Wrote about how the knowledge can help other people or make a difference | 210 | 13% | 20 |
| Wrote that these connections to the world outside the course were engaging, interesting, or inspiring, made the work relevant or easier to understand, showed them why it matters, or helped them think about their own path | 352 | 22% | 27 |
| Wrote that these connections appeared too rarely or not at all, or did not engage them | 17 | 1% | 8 |
| Asked for more of these connections | 19 | 1% | 6 |
| Wrote, in any way, about the course addressing identity, diversity, inclusion, bias, or ethics as part of its content | 29 | 2% | 7 |
| Wrote, in any way, about the teaching assistants, peer mentors, or learning assistants, or the sessions they lead | 357 | 22% | 14 |
| Wrote that the assistants or their sessions helped them, built their confidence, or made them feel they belong | 134 | 8% | 11 |
| Wrote that the assistants or their sessions did not help them or were hard to approach, or asked for more or different help from them | 36 | 2% | 10 |
| Wrote, in any way, about the instructor's announcements, reminders, or weekly summaries | 97 | 6% | 15 |
| Wrote that the course's material or topics are interesting, enjoyable, or valuable to them | 194 | 12% | 24 |
| Wrote that the class is a welcoming, warm, comfortable, relaxed, or safe place, not competitive, or a good place to learn | 155 | 9% | 26 |
| Their instructor | |||
| Praised how the instructor teaches: explaining clearly or step by step, breaking hard topics down, making the material interesting or manageable, making sure students understand, or clear and helpful examples, lectures, slides, or recordings | 573 | 35% | 32 |
| Wrote, in any way, about the instructor explaining why the course is structured as it is, or why an assignment, policy, or topic matters for their learning | 757 | 46% | 33 |
| Wrote that the explanation helped them understand, engage, or plan, or that they understand why the course is structured this way | 198 | 12% | 23 |
| Wrote, in any way, about the instructor's feedback or comments on their work | 322 | 20% | 31 |
| Wrote that the feedback helped them or that they value it: it shows how to improve or where they went wrong, points out what they did well, or is detailed, individual, or honest | 202 | 12% | 28 |
| Asked for more, quicker, or clearer feedback, or wrote that it did not show what was wrong or how to fix it | 36 | 2% | 10 |
| Wrote, in any way, about the instructor's help: help with their work or questions, time outside class, checking in, or being easy to reach | 933 | 57% | 34 |
| Wrote that the instructor's help helped them, that they value it, or that the instructor is helpful | 465 | 28% | 34 |
| Wrote that the instructor responded to them personally: reached out when they fell behind, or met with them about their struggles | 60 | 4% | 19 |
| Wrote, in any way, about office hours, drop-in or student hours, or help sessions the instructor holds | 803 | 49% | 30 |
| Wrote that office hours helped them, made them comfortable asking for help, or felt less daunting, or that they like them | 290 | 18% | 23 |
| Wrote, in any way, about meetings the instructor holds with each student or each group | 20 | 1% | 7 |
| Wrote about the instructor teaching them how to study or learn, or asked for it | 263 | 16% | 17 |
| Wrote that this teaching on how to study helped them, or that they changed how they study | 74 | 5% | 10 |
| Asked for help with how to study, or wrote that the help given did not help them | 27 | 2% | 9 |
| Wrote about the instructor, earlier students, or others sharing their own experience of the course, of struggling and then succeeding or belonging, or of their path to where they are | 235 | 14% | 25 |
| Wrote that hearing these experiences helped, motivated, or reassured them, made them more confident or feel they belong, or that they like hearing them | 99 | 6% | 21 |
| Wrote, in any way, about the instructor telling the class that mistakes, struggle, or not understanding right away are normal or part of learning | 487 | 30% | 29 |
| Wrote that this message made them more comfortable taking part or asking, less afraid, reassured, or more engaged, or that it helped them | 143 | 9% | 26 |
| Wrote, in any way, about the instructor warning the class ahead of time that the course or a topic is hard, or where students often go wrong | 130 | 8% | 20 |
| Wrote that the warning helped them prepare, reassured them, or made them less afraid or more engaged | 17 | 1% | 8 |
| Wrote, in any way, about the course or the instructor giving time to students' well-being, stress, or lives beyond the course: check-ins, talk on managing stress or time, or that grades do not define who they are | 114 | 7% | 15 |
| Wrote that this lowered their stress, helped them balance their lives, made them feel cared about or that they belong, or that they value it | 40 | 2% | 9 |
| Wrote that the instructor believes every student can succeed, belongs, or can learn, or says so; believes in them; wants every student to learn, improve, or succeed; or tells them that effort, not fixed ability, decides who succeeds | 869 | 53% | 34 |
| Wrote that the instructor's messages of belief or support (such as “I believe you can succeed”) feel real or genuine, and gave a reason: actions support them, they are repeated, or the instructor's tone or own experience | 518 | 32% | 32 |
| Wrote that the instructor's message of belief or support feels empty or fake, or is not matched by what the instructor does or by how the course went (the exams, the grades) | 110 | 7% | 13 |
| Wrote that the instructor's messages of belief or support feel less real when said to the whole class than when said to them alone or in a small group | 46 | 3% | 10 |
| Described the instructor as encouraging, or wrote that the instructor encourages or reassures them (to keep going, to come for help, to do their best) | 570 | 35% | 32 |
| Wrote that after an exam, a quiz, or a low score, the instructor's words or response helped or encouraged them | 85 | 5% | 15 |
| Wrote that the instructor cares more about their understanding or learning than about grades, memorizing, or being right, or that the course is set up so learning matters more than the score | 236 | 14% | 25 |
| Wrote, in any way, about the instructor's high standards or expectations: pushing students to do their best, expecting work and effort, challenging them on purpose, or the same expectations for every student | 223 | 14% | 26 |
| Wrote that the expectations are too high | 26 | 2% | 7 |
| Wrote that the instructor treats students with respect, fairly, or equally: without favorites, answering every question without judging, listening to them, treating them as people, or making them feel valued | 549 | 34% | 34 |
| Wrote that the instructor responds to wrong answers or mistakes without judging or shaming, or makes it feel okay to be wrong | 116 | 7% | 19 |
| Described the instructor as kind, friendly, patient, approachable, welcoming, understanding, or easy to connect with, or wrote that the instructor made them feel welcome | 420 | 26% | 31 |
| Wrote that the instructor cares about them, their well-being, or their learning, is supportive or invested in them, notices when a student struggles, or puts time and effort into the class | 502 | 31% | 32 |
| Wrote that the instructor knows students as people: learns their names, talks with them before or after class, asks about their lives or plans, or is someone they can talk with about more than the course | 246 | 15% | 21 |
| Described the instructor as a person in positive words: enthusiastic, passionate, funny, honest, knowledgeable, or open about their own life | 308 | 19% | 28 |
| Wrote that the instructor invites every student's voice, makes everyone feel heard, or values students' perspectives, backgrounds, or identities | 107 | 7% | 24 |
| Wrote that the instructor asks for or acts on students' views or suggestions about the course | 54 | 3% | 19 |
| What they found hard, criticized, or asked to change | |||
| Described the amount of work as a lot, heavy, too much, or hard to balance, as a complaint or not | 145 | 9% | 22 |
| Wrote that the amount of work is too much, overwhelming, or hard to balance with their other classes or work, or asked to lessen it | 120 | 7% | 21 |
| Asked to lessen or rethink the workload, or for the instructor to take their other classes into account | 24 | 1% | 7 |
| Wrote that too much material is covered, or is to be learned or remembered at once | 189 | 12% | 17 |
| Wrote that the pace is too fast or rushed, that too little time is spent on each topic, or that they cannot keep up with the teaching, or asked to slow down | 260 | 16% | 20 |
| Wrote that due dates come too close together or too soon, or fall on exams or breaks, or asked for more time between assignments | 34 | 2% | 10 |
| Named their other classes, jobs, or responsibilities in a complaint about the workload, the amount of material, the pace, or the deadlines | 61 | 4% | 19 |
| Objected to the readings or asked for fewer | 19 | 1% | 9 |
| Described the course, its work, its exams, or its deadlines as stressful, or as causing anxiety or affecting their health or sleep, or wrote that they felt overwhelmed by the course | 211 | 13% | 24 |
| Described the course or its material as hard, difficult, challenging, confusing, intense, or rigorous, as a complaint or not (praise of the challenge included) | 522 | 32% | 28 |
| Wrote that the course made them change how they study, because their usual ways of studying did not work for it, as a complaint or not | 33 | 2% | 6 |
| Wrote, as a criticism, that the course is not challenging enough or covers what they already knew | 16 | 1% | 10 |
| Wrote that the assignments, material, or class sessions are repetitive | 22 | 1% | 8 |
| Wrote that the material or some topics are not interesting, not useful, or not relevant to them, or that they take the course only because it is required | 88 | 5% | 17 |
| Asked for more, different, more basic, more advanced, or more current topics | 14 | 1% | 9 |
| Criticized the exams or quizzes, or named them as what made them disengaged or lose confidence | 452 | 28% | 15 |
| Described the exams or quizzes as too hard, or asked to make them easier | 169 | 10% | 11 |
| Wrote that the exam or quiz questions were unlike or harder than what was taught or practiced | 167 | 10% | 13 |
| Described exam or quiz questions as confusing, tricky, vague, or too wordy | 133 | 8% | 8 |
| Wrote that the exams ask for memorized or narrow details rather than understanding | 67 | 4% | 6 |
| Objected to how many exams or quizzes there are or how they are spaced | 32 | 2% | 7 |
| Criticized the grading or how grades are returned, or asked for a change to it | 198 | 12% | 16 |
| Described the grading as harsh, strict, unfair, or inconsistent | 69 | 4% | 9 |
| Objected to a rule for how answers are scored (no partial credit, points lost for each wrong attempt, answers marked wrong for wording) | 64 | 4% | 6 |
| Objected to how grades are returned or reported (late, or not knowing their current grade) | 20 | 1% | 9 |
| Asked for more leniency, partial credit, a curve, or another way to recover points | 54 | 3% | 7 |
| Wrote that one part of the course counts too much or too little in the grade | 68 | 4% | 7 |
| Wrote that the course or the instructor puts the grade, or getting it right the first time, ahead of learning | 40 | 2% | 7 |
| Wrote, in any way, about answer keys or solutions | 78 | 5% | 11 |
| Asked for answer keys or solutions, or objected to going without them | 64 | 4% | 6 |
| Criticized how the instructor teaches, or asked for a change in how they teach | 316 | 19% | 23 |
| Wrote that the explanations, lectures, or slides are unclear, confusing, or hard to follow, or asked for clearer, step-by-step explanations | 142 | 9% | 15 |
| Wrote that the lectures or the teaching are disorganized or move between topics without order | 30 | 2% | 9 |
| Wrote that the teaching does not show how the topics connect, or asked for an overview of how the topics fit together | 32 | 2% | 8 |
| Wrote that the instructor reads from the slides | 41 | 3% | 7 |
| Wrote that they are left to teach themselves, that too little is explained in class, or that the work asks for more than class covered | 148 | 9% | 20 |
| Wrote that the instructor teaches as if students already knew the material or the vocabulary, or that the course expects a preparation many students lack | 35 | 2% | 9 |
| Wrote that the instructions or requirements for the work are unclear or not enough, or asked for clearer ones or examples | 46 | 3% | 16 |
| Asked for more or different practice or study material, or wrote that what there was is not enough or not like the exams | 191 | 12% | 14 |
| Asked for the main points or what to focus on, or wrote that they cannot tell what the exams will cover | 72 | 4% | 10 |
| Wrote that course material is posted too late to use, or asked for it to be posted earlier | 20 | 1% | 8 |
| Asked for recordings of the lectures | 15 | 1% | 5 |
| Wrote that something kept them or classmates from getting help: help hours at times they could not attend, too few, or crowded; questions or emails not answered; or being afraid to ask | 87 | 5% | 13 |
| Wrote that office hours or help sessions are at times they cannot attend, too few, or too short, or asked for more | 47 | 3% | 10 |
| Wrote that class is mostly lecture, or asked for more discussion or activity in place of lecture | 33 | 2% | 9 |
| Wrote that the course website or online tools caused problems | 30 | 2% | 8 |
| Wrote that a specific assignment or activity was not helpful, work with no clear purpose, stressful, or not enjoyable | 73 | 4% | 12 |
| Wrote that the way the course is organized did not work for them or was hard to adjust to, or asked to change it | 67 | 4% | 18 |
| Wrote that the course's parts do not match each other or the lectures (the homework or study guides unlike what the lectures teach) | 51 | 3% | 10 |
| Wrote that the class is too large for personal contact with the instructor | 18 | 1% | 5 |
| Criticized how the instructor treats or responds to students, or asked the instructor to change it (any of the rows indented under this one) | 260 | 16% | 20 |
| Described the instructor as harsh, rude, dismissive, condescending, impatient, intimidating, or hard to approach, or as treating some students better than others | 141 | 9% | 11 |
| Wrote that the instructor calls out or scolds students in front of the class | 57 | 3% | 9 |
| Wrote that the instructor says little beyond the lesson or does not connect with students | 16 | 1% | 8 |
| Wrote that the instructor does not hear or act on what students raise (suggestions, concerns, a challenge to an exam question or a grade), or asked the instructor to listen | 94 | 6% | 9 |
| Wrote that the instructor seems to think some students are less able, or that the course seems built for the strongest students | 39 | 2% | 7 |
| Wrote that the instructor seems not to care about them or whether they learn or pass | 34 | 2% | 7 |
| Asked the instructor to be more patient, understanding, or approachable, or to take students' worries seriously | 46 | 3% | 12 |
| Asked the instructor to encourage students more, or wrote that there is too little encouragement | 27 | 2% | 5 |
| Described the instructor as flat, unenthusiastic, or not invested in the course, or asked for more enthusiasm | 24 | 1% | 9 |
| Wrote the opposite of a difficulty | |||
| Wrote that the pace is good or steady, or lets them keep up | 35 | 2% | 13 |
| Wrote that the amount of work is manageable or reasonable | 22 | 1% | 9 |
| Wrote that the exams or quizzes matched what was taught or practiced, or what the instructor told them to expect | 47 | 3% | 12 |
| Praised the instructor for telling them what matters most or what the exams will cover | 45 | 3% | 11 |
| Praised the exams or quizzes themselves: their format, many smaller exams, or their difficulty as a challenge | 59 | 4% | 11 |
| Wrote that a good score or doing well on their work showed them they can succeed or built their confidence | 90 | 6% | 16 |
| General praise, what they gained, and what they asked to keep | |||
| Praised the course or the instructor in general words (a great class, a great teacher, thanks) | 605 | 37% | 33 |
| Wrote that they learned, understand the subject better, or gained skills or an interest in the subject | 317 | 19% | 28 |
| Wrote that the course helped them grow as a person: pushed them past their own limits or taught them patience or resilience | 19 | 1% | 9 |
| Wrote, in their own words or as their instructor told them, that the material or the skills will be useful later: in later courses, further study, professional school, research, work, or their career | 342 | 21% | 29 |
| Asked the instructor to keep doing what they do, or wrote that nothing needs to change | 175 | 11% | 28 |
| About themselves | |||
| Wrote that a low score or grade of their own made them lose confidence, feel discouraged or stressed, or doubt they belong | 198 | 12% | 16 |
| Wrote that they doubt themselves, their ability, or their place in the class, from their own feelings or circumstances, with nothing the course did named as the cause | 154 | 9% | 26 |
| Wrote that they feel behind or less sure they belong because classmates seem quicker or more prepared | 70 | 4% | 14 |
| Wrote that classmates are at their level or struggle too, so they are not behind or alone | 39 | 2% | 15 |
| Wrote that they feel different from most classmates (in age, year, track, or background) and out of place for it | 26 | 2% | 11 |
| Wrote that they know they belong, understand the material, or can keep up | 224 | 14% | 27 |
| Wrote that it is hard for them to ask questions or speak up, from their own shyness | 18 | 1% | 10 |
| Named their own effort, study habits, pace of learning, memory, skills, or circumstances as what decides how they do in the course, or as why a part of the course works for them or not | 282 | 17% | 29 |
Who answered the surveys
How would you describe your gender?
Answered, on either survey, by 1,569 of the 1,721 students.
| Answer | Students | Share |
|---|---|---|
| Male / Man / Boy | 542 | 35% |
| Female / Woman / Girl | 978 | 62% |
| Nonbinary | 22 | 1% |
| Prefer not to say | 19 | 1% |
Answers chosen by fewer than ten students are not listed.
Are you of Hispanic or Latino origin?
Answered, on either survey, by 1,570 of the 1,721 students.
| Answer | Students | Share |
|---|---|---|
| Yes | 170 | 11% |
| No | 1,400 | 89% |
Choose one or more races that you consider yourself to be.
Answered, on either survey, by 1,566 of the 1,721 students.
| Answer | Students | Share |
|---|---|---|
| White or Caucasian | 826 | 53% |
| Black or African American | 195 | 12% |
| American Indian / Native American or Alaska Native | 20 | 1% |
| Asian | 479 | 31% |
| Native Hawaiian or Other Pacific Islander | 16 | 1% |
| Other (please specify) | 107 | 7% |
| Prefer not to say | 71 | 5% |
Students could choose more than one, so the shares total more than 100%.
Which best describes you? “First-generation college student” means that neither parent/guardian completed a 4-year (bachelor’s) degree.
Answered, on either survey, by 1,570 of the 1,721 students.
| Answer | Students | Share |
|---|---|---|
| No, two parents/guardians completed a 4-year degree | 839 | 53% |
| No, one parent/guardian completed a 4-year degree | 348 | 22% |
| Yes, I am a first-generation college student | 335 | 21% |
| I’m not sure | 21 | 1% |
| Prefer not to answer | 27 | 2% |
To the best of your knowledge, what is the HIGHEST level of education earned by your mother? If your mother was not the person who raised you, then answer this question thinking about the adult who you spent the most time with growing up (such as your grandmother, father, or legal guardian). My mother or guardian’s highest level of education is:
Answered, on either survey, by 1,568 of the 1,721 students.
| Answer | Students | Share |
|---|---|---|
| Did not finish high school | 66 | 4% |
| Finished high school, no college degree | 168 | 11% |
| Took some college courses, no college degree | 96 | 6% |
| AA or AS: Associate’s degree (i.e., community college or junior college) | 99 | 6% |
| BA or BS: Bachelor’s degree (four-year college or university) | 561 | 36% |
| MA, MS, or MBA: Master’s degree | 348 | 22% |
| Doctorate: Lawyer, Doctor or PhD | 179 | 11% |
| Do not know | 51 | 3% |
Appendix: the questions rated from 1 to 5 or from 1 to 6, and how the students who took both surveys answered them on the mid-term survey and on the end-of-term survey
Each number is the average answer of the students who took both surveys, scored so that 1 is the least favorable answer and a higher number is always a more favorable one. Between 853 and 909 of the 924 students who took both surveys answered each question on both surveys.
| Question | Average answer | |
|---|---|---|
| Mid-term | End of term | |
| Belonging | ||
| I feel like I belong in this class. | 5.1 | 4.9 |
| How often, if ever, do you wonder: "Maybe I don't belong in this class?"* (5 = Never) | 3.9 | 3.7 |
| I feel like I belong academically in this class. | 5.0 | 4.8 |
| I feel like I belong socially in this class. | 4.8 | 4.9 |
| I think that most of my classmates question whether I belong in this class. (6 = Strongly Disagree) | 5.1 | 4.9 |
| How often, if ever, have you thought that some other students might not belong in this class?* (5 = Never) | 4.3 | 4.3 |
| The instructor applies expectations and policies consistently and fairly to all students in this course. | 5.3 | 5.0 |
| Respect | ||
| Students in my course feel like our instructor treats them with respect. | 5.3 | 4.9 |
| My instructor takes my ideas and contributions seriously. | 5.2 | 4.9 |
| My instructor tries to understand how I see things before suggesting a new way to do things. | 5.1 | 4.7 |
| Growth mindset | ||
| People have a certain amount of intelligence, and they really can't do much to change it. (6 = Strongly Disagree) | 4.6 | 4.6 |
| How often, if at all, do you worry that your instructor may not believe in your ability to be successful in this course?* (5 = Never) | 4.3 | 4.1 |
| My instructor believes that some students are smart and others are not. (6 = Strongly Disagree) | 5.3 | 5.1 |
| My instructor cares more that I learn and improve in class, rather than that I get the highest grade on my first try. | 5.2 | 5.0 |
| My peers in this class believe that people have a certain amount of intelligence, and they really can't do much to change it. (6 = Strongly Disagree) | 4.4 | 4.5 |
| Purpose | ||
| The material I'm learning in this course will help me improve my family, community, or any other part of the world around me. | 4.6 | 4.5 |
| My instructor in this course believes that I can use my knowledge one day to have a meaningful positive impact on my family, community, or the world around me. | 5.1 | 5.0 |
| My peers in this class intend to use their knowledge to one day have a meaningful positive impact on their family, community, or the world around them. | 4.8 | 4.8 |
| Standards & support | ||
| My instructor holds everyone in this class to high expectations for learning and performance. | 5.1 | 5.1 |
| My instructor makes me feel like I'm one of the students who can be successful at meeting the expectations in the course. | 4.9 | 4.7 |
| My instructor provides enough support for students to meet the high expectations in the course. | 5.0 | 4.7 |
| My instructor is invested in my future success even beyond my learning and performance in this course. | 4.8 | 4.6 |
| Stress & wellbeing | ||
| In general, how much does the material in this class make you feel nervous, worried, or full of anxiety?* (5 = Not at all) | 2.8 | 2.8 |
| In the last few weeks, how often did you feel overwhelmed or "stressed out" about this course?* (5 = Never) | 2.6 | 2.4 |
| In the last few weeks, how often did you feel like you were able to successfully handle the stress of this course?* (5 = Always) | 3.6 | 3.5 |
| How much does your instructor seem to believe that stress is usually bad or always bad for students, and that you should avoid stress if you want to be successful?* (5 = Not at all) | 3.2 | 3.4 |
| How much does your instructor seem to believe that stress could be good for students, and that you should make use of your stress to be successful?* (5 = A great deal) | 2.6 | 2.8 |
| Whether support seems genuine | ||
| My instructor's words and actions are consistent with each other. | 5.3 | 5.0 |
| My instructor seems genuine when expressing belief in students' potential to learn and succeed. | 5.3 | 5.0 |
| Comfort, confidence, and interest in the course | ||
| In this course, I feel comfortable asking questions when I don't understand something. | 4.7 | 4.5 |
| I can ask the instructor for help without feeling like I'm bothering them. | 5.0 | 4.8 |
| I feel safe making mistakes in this class without being judged. | 4.7 | 4.5 |
| I feel comfortable reaching out to peers for help in this course. | 4.8 | 4.8 |
| When I'm confused, I feel okay admitting it publicly in this class (e.g., in lecture, on discussion boards). | 4.1 | 3.9 |
| I feel comfortable attending student hours/drop-in hours. | 4.8 | 4.7 |
| I feel confident I can master the material in this course. | 4.7 | 4.5 |
| I find the content of this course interesting. | 5.0 | 4.9 |
| I plan to take more courses in this subject area. | 4.8 | 4.6 |
| How often, if ever, have you thought, "this class is a waste of my time"?* (5 = Never) | 4.1 | 3.8 |
| The course as a whole | ||
| This course supports students to feel motivated to learn challenging course material. | 4.9 | 4.9 |
| This course supports students to feel like they belong. | 4.9 | 4.8 |
| This course supports students to feel like what they are learning in the class is valuable. | 5.0 | 5.0 |
Questions marked * were rated from 1 to 5; all others were rated from 1 to 6. On the questions rated from 1 to 6, 6 is Strongly Agree, 5 is Agree, 4 is Slightly Agree, 3 is Slightly Disagree, 2 is Disagree, and 1 is Strongly Disagree. Where a question shows 6 = Strongly Disagree, the order is reversed.
Go further
Ask a question, or make your own chart
Ask about the surveys. Type a question in your own words. An AI model (Claude) answers from this report, the counts of what students wrote, the student quotes, a library of teaching practices, and numbers it computes with the survey explorer, and says how each answer was found. Questions and answers are saved without names, so the team can see what people ask.
The survey explorer. See how students answered any question on the survey, grouped by course (each shown by a number, not its name), subject field, course size, survey, or what students said about themselves (for example, first-generation college students). A group appears there only when at least ten of its students answered.
About this report. The survey answers come from the classroom learning experiences survey of the National STEM Teaching Fellowship, a fellowship of college instructors, from 34 courses; surveys without consent for research use, and surveys set aside in the data-quality checks, are not counted. Each student counts once, by their latest answer: the end-of-term answer where they gave one, otherwise the mid-term answer; the change over the term, and the appendix, use the students who took both surveys. This report was drafted with generative AI (Claude Opus 5.5), following a process designed and tested through many rounds of human review (Trzesniewski, 2026); every number is checked against the survey data.