DEI and Student Evals

Introduction

As instructors work to make their courses more inclusive and equitable, it is important to gather information about how well those efforts are working. That can be done in a variety of ways, including direct measures of student success, peer reviews of our teaching, and information with gather from students—ideally a combination of these approaches that allow us to triangulate data and provide a fuller picture of the instructor’s work. 

This page provides sample questions instructors can use to gather that information from their students, either through midterm feedback surveys or via their end-of-semester student evaluations of teaching (SETs, known at IU Bloomington at the Online Course Questionnaire). 

We address a handful of key concepts of inclusive teaching—by no means an exhaustive list—and provide several sample questions that draw from research on that topic. We also provide some of those pieces of research as well as other resources instructors may use to learn about what they can do with the results they get back from students.  (Note that many of these resources are available free to IU instructors, typically from on-campus or through a proxy link.)

These questions are not intended to be universally applicable to all courses. You may need to adjust them slightly to be useful in your specific course context.

 

Sense of Belonging

Why It Matters 

Evidence clearly shows that sense of belonging can directly impact students’ success in a class, retention in a major or the institution, and even their physical and mental health. Benefits from belonging interventions are even more pronounced for first-generation students and others from historically underrepresented groups. Getting feedback on whether your class makes students feel like they belong can help you take steps to improve belonging and associated outcomes in your course.

Possible Likert Questions 

  • The instructor helped me feel like I belonged in the class. 
  • The instructor took actions to help me feel like I belonged in the class. 
  • Course activities were structured to make me feel included and valued. 
  • The instructor created a sense of belonging and community in the course. 

Possible Open-Ended Questions 

  • What did the instructor do well to make you feel like you belonged in this class? 
  • How could the instructor improve how they helped students feel like they belong? 
  • What made you feel included in this class? 
  • What, if anything, made you feel excluded from this class? 
 

Midterm Feedback Questions 

  • What makes you feel like you belong in this class? 
  • What makes you feel excluded from this class? 
  • What could the instructor do to help you feel more included in this class? 
 

Relevant Research 

Learn More

Note 

If you are working overtly on increasing sense of belonging—for example, it is related to a study of student success—you might want to choose more direct and validated measures of student sense of belonging (surveys, protocols, focus groups, etc.), an issue beyond the scope of this document.  

 

Growth Mindset

Why It Matters

Students who have a growth mindset understand that their intelligence and abilities can be developed and improved rather than existing in a fixed state; students with a fixed mindset may believe they are just not good at certain subjects/tasks and cannot improve. Research demonstrates that fostering a growth mindset in students can have a significant impact on their motivation, self-efficacy, intellectual risk-taking, academic success, persistence, and ability to become self-regulated learners. Instructors can promote growth mindset both through how we talk to students and through course designs that provide multiple opportunities to succeed and grow (low-stakes assignments, retakes/revisions, exam wrappers, cumulative finals, etc.). Including questions about growth mindset allows instructors to determine if their efforts to foster growth mindset are succeeding.

Possible Likert Questions

  • The instructor helped me believe I was capable of success in this course.
  • The instructor provided adequate opportunities for practice, rehearsal, and improvement in this course. 
  • The instructor provided multiple opportunities for me to grow, improve, and succeed in this course.
  • Assignments in this course gave me adequate opportunities to learn from my mistakes and improve.

Possible Open-Ended Questions

  • How did the instructor establish a learning environment where you felt like you could grow and improve?
  • What could the instructor have done better to establish a learning environment where you felt like you could grow and improve?


Midterm Feedback Questions 

  • What could the instructor do to help you improve your learning in this course?
  • What changes can you, the student, make to improve your learning in this course?
  • In what areas do you still think you need support to succeed?
  • How could the instructor better help you grow and improve in the remainder of this course?


Related Research 

Learn More  

Note

If you are working overtly to encourage a growth mindset in your students—for example, it is related to a study of student success—you might want to choose more direct and validated measures of student mindset (surveys, protocols, focus groups, etc.), an issue beyond the scope of this document.

 

Diversity of Perspectives and Representation

Why It Matters 

Research shows that providing readings, cases, and class examples from a variety of perspectives can both help students feel represented in the course and help them understand concepts from multiple viewpoints. Specifically, seeing examples of scholars or researchers that reflect a students’ identity can help that student feel a greater sense of belonging in a course/major, as well as improved self-efficacy and potential.  

Possible Likert Questions

  • The instructor uses examples relevant to people of my racial/ethnic group in course materials.
  • The instructor uses [readings, cases, examples] from a variety of cultural perspectives. 
  • I feel included in the class because of the diversity of perspectives used in course materials and examples.
  • Materials and examples in this course reflect a diversity of perspectives. 

 
Possible Open-Ended Questions 

  • How did the instructor provide a diversity of perspectives in this course? 
  • How could the instructor improve in providing a variety of perspectives in this course? 
  • How could the instructor make the examples and perspectives in this class more relevant to you? 
     

Midterm Feedback Questions

  • How could the instructor make examples [cases, perspectives] in this course more relevant to you? 
  • How could the instructor offer more varied perspectives during the remainder of this course? 

 

Related Research

  • DiGiacomo, D.K., Usher, E.L., Han, J., Cole, A.E., Patterson, J.T., & Abney, J.M. (2023). The benefits of belonging: Students’ perceptions of their online learning experiences. Distance Education, 44:1, 24-39. https://doi.org/10.1080/01587919.2022.2155615
  • Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist spotlight homework assignments shift students’ stereotypes of scientists and enhance science identity in a diverse introductory science class. CBE—Life Sciences Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002 
  • Shaffer, E. S., Marx, D. M., & Prislin, R. (2013). Mind the gap: Framing of women’s success and representation in STEM affects women’s math performance under threat. Sex Roles 68(7–8), 454–463. https://doi.org/10.1007/s11199-012-0252-1 
     

Learn More  

  • Goering, A.E., Resnick, C.E., Bradford, K.D., and Othus-Gault, S.M. (2022). Diversity by design: Broadening participation through inclusive teaching. New Directions for Community Colleges 199: 77-91. https://doi.org/10.1002/cc.20525 
  • Lovett, M., Bridges, M., DiPietro, M., Ambrose, S., and Norman, K. (2023). Why does course climate matter for student learning? How Learning Works: Eight Research-Based Principles for Smart Teaching.
  • Pelzer, J. R. E., Booker, D., Pencle, N., & Brown, V. L. (2023). Making the case for diversity: Exploring the use of case studies for underrepresented minorities in the accounting curriculum. Issues in Accounting Education, 38(3), 39–63. https://doi.org/10.2308/ISSUES-2021-118 


Inclusive Teaching Approaches

Why It Matters 

Inclusive teaching approaches in the classroom are essential for equitable engagement and success. We can say all we want in a syllabus about being inclusive, but students must see that practiced daily in the classroom. These practices can include using supportive and affirming language, actively intervening when inappropriate comments are made, structuring discussion/group activities to intentionally include all learners, and more.  
 

Possible Likert Questions

  • The instructor encouraged and supported student participation through their language.
  • The instructor structured class discussions to include all students’ voices. 
  • The instructor structured group activities to ensure all students could participate and contribute. 
  • I felt included in class discussions [or group activities]. 
  • The instructor created a classroom environment in which I felt safe and empowered to contribute. 
  • The instructor intervened if inappropriate/harmful comments were made in class. 
     

Possible Open-Ended Questions 

  • What did the instructor do to actively include all members of the class? 
  • How could the instructor better include all students in class activities? 
  • How could the instructor improve class discussions [or group activities] to ensure all students could participate? 
  • How could the instructor create a safer environment for all students to participate? 

Midterm Feedback Options 

  • How could the instructor improve class discussions [or group activities] to ensure all students could participate? 
  • How could the instructor make you feel more included in class activities? 
  • How could the instructor help you feel safer and more comfortable sharing your views in this course? 
     

Related Research 

  • Dasgupta, N., Scircle, M. M., & Hunsinger, M. (2015). Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering. Proceedings of the National Academy of Sciences, 112(16), 4988–4993. https://doi.org/10.1073/pnas.1422822112 
  • Eddy, S.L., Brownell, S.E., Thummaphan, P., Lan, M., & Wenderoth, M.P. (2017). Caution, student experience may vary: Social identities impact a student’s experience in peer discussions. CBE — Life Sciences Education, 14(4). https://doi.org/10.1187/cbe.15-05-0108 
  • Eddy, S.L., & Hogan, K.A. (2014). Getting under the hood: How and 
    for whom does increasing course structure work? CBE — Life Sciences 
    Education, 13(3), 453 – 68. https://doi.org/10.1187/cbe.14-03-0050 
  • Ellis, J. M., Powell, C. S., Demetriou, C. P., Huerta-Bapat, C., & Panter, A. T. (2019). Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately White public research university. Cultural Diversity and Ethnic Minority Psychology, 25(2), 266–279. https://doi.org/10.1037/cdp0000198 
  • Harrison, C., & Tanner, K. D. (2018). Language matters: Considering microaggressions in science. CBE—Life Sciences Education, 17(1), fe4. https://doi.org/10.1187/cbe.18-01-0011 
     

Learn More

Equity/Fairness

Why It Matters 

Class policies and practices are important for assuring students that they will be treated with fairness and respect. This is particularly important to students who feel their identities may limit their opportunities in college. Student perceptions of fairness may involve many aspects of the learning experience—grading, treatment in class, application of course policies, opportunities for enrichment work, frequency and quality of engagement with instructional staff, etc. It is important to note that while some students see fairness as strict equality—treating every student the same—the concept of equity suggests that some flexibility is important in order to give each student what they need to succeed.

Possible Likert Questions 

  • The instructor demonstrated respect for individual differences (e.g., disabilities, gender identity, race, religion, cultural background, sexual orientation, etc.). 
  • The instructor took students’ individual needs and circumstances into account in applying course policies. 
  • Grading and feedback on assignments was fair in this course. 
  • The instructor offered flexibility and options on assignments when I needed them. 
  • I had a fair opportunity to succeed in this course. 
  • The instructor made the course’s policies, structures, and support opportunities clear to me. 
  • The instructor was helpful in explaining how I could get the most out of the class. 
     

Possible Open-Ended Questions 

  • How could the instructor have made this course more responsive to students’ individual needs and circumstances? 
  • What, if any, examples of bias did you witness in how this course was designed and taught? 


Midterm Feedback Options 

  • What in this course makes you feel like you are treated fairly? Unfairly? 
  • What flexibility in policies or assignments might help improve your learning during the remainder of this class? 
     

Related Research 

  • Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: an empirical study. Social Psychology of Education 22, 701–722. https://doi.org/10.1007/s11218-019-09491-9  

 
Learn More  

 

If DEI Is Part of Your Learning Outcomes

If your course explicitly addresses issues of diversity, equity, and inclusion—that is, if DEI is part of your course content and outcomes—you may want to more overtly ask students about how well the course did in helping them meet those outcomes. Some sample questions include: 

  • This course increased my understanding of systems of inequality based on diverse identities.  
  • This course had a positive impact on my understanding of my own identity.  
  • This course increased my understanding of, and empathy for, the experiences of people with identities different than my own. 

 

Some Final Notes

This resource is not intended to address broader issues about the value of student evaluations of teaching (SETs). Nor is it intended to address the potential for bias in SETs against instructors whose identities are marginalized the academy or a specific academic discipline. Such bias can be most notable when an instructor from a marginalized group asks questions about diversity, equity, and inclusion. For a starting point for addressing these issues, see The Skinny on Teaching Evals and Bias, which references a meta-study on this topic. 

If you are looking for a broader list of questions—not necessarily validated or overtly tied to research—see Evaluation of Teaching Items in Course Evaluations from Boise State University. 

For an excellent examination of SETs, their potential biases, and their effective use—as well as a discussion of other methods of gathering student feedback—see chapters 8 and 9 in The Norton Guide to Equity-Minded Teaching (available free as an e-book from Norton). 

Finally, we welcome suggestions for improving this resource, whether that is feedback on our questions or additional research articles to cite.