Using Student Feedback Data to Improve Course Structure
Dr. Javier Montefort-Sanchez
Department of Mechanical and Aerospace Engineering
Assistant Professor of Statics
How long have you been teaching at WMU?
19 years
What is your main teaching focus?
I teach in the Department of Mechanical and Aerospace Engineering, specializing in Statics, a foundational course typically taken by sophomores. This class is one of the first engineering courses for students in mechanical, aerospace, and civil engineering, providing essential principles that shape their academic journey.
How did student feedback inform changes to your course?
As part of the Gateways to Completion (G2C) initiative, my colleagues and I have been working with the Gardner Institute and WMUx instructional designers to improve student outcomes in Statics. In Fall 2023, we gathered feedback through midterm and end-of-semester surveys. The results showed that students were struggling to keep track of assignments and deadlines, prompting a redesign of the course structure. We reorganized the course into clearly defined modules within the learning management system, each containing presentations, quizzes, and assignments with specific due dates. This adjustment has helped students stay on track and engage more effectively with the course material.
What initially motivated you to prioritize student feedback in your course redesign?
Our main goal with the G2C initiative is to increase student retention and success. By analyzing survey data, we identified areas where course design improvements could help students better access materials and manage their workload. Seeing the direct impact of these changes on student performance reinforced the importance of an evidence-based approach to course design.
Were there any survey responses that challenged your assumptions about the course?
The survey included a few straightforward questions about how students were accessing course materials and keeping up with assignments. One of the most surprising findings was how often students were missing assignments—not because they lacked understanding, but because they simply forgot about them. As instructors, we often assume students are proactively managing their coursework, but the feedback challenged that assumption and revealed the need for a more structured system to help students track their responsibilities.
What specific changes did you implement based on student input?
The most significant change was restructuring the course into modules with clear due dates and automated reminders. Now, from the start of the semester, students can see all required activities and deadlines in one place. Additionally, we embedded course materials within each module instead of keeping all presentations together at the beginning of the course. This change has been particularly beneficial for students using tablets.
What measurable improvements have you observed?
Since implementing these changes, fewer students are missing quizzes and assignments, and class attendance has significantly improved. While we observed a lower failure rate last fall, we need more data over the next few years to determine if this improvement is a lasting trend, as course performance can fluctuate over time.
What advice would you give to faculty hesitant to use student surveys?
I strongly encourage faculty to conduct surveys and use the insights to refine their courses. While redesigning my course required some initial effort, the long-term benefits have been substantial—once the structure is in place, only minor adjustments are needed. I also recommend making full use of the learning management system’s gradebook. Updating grades weekly allows instructors to identify struggling students early and, if needed, connect them with the Student Success Services for additional support.
Interested in gathering student feedback to enhance your course? Explore some of the Learner Perception Questions used in Dr. Montefort-Sanchez’s course to see how structured surveys can provide valuable insights.
Ready to get started? Connect with the WMUx instructional design team for a one-on-one consultation.