MQI for Remote Teaching

MQIs for Remote Courses

Mid-Quarter Inquiries (MQIs) provide you with formative student feedback that you can use to modify a remote course. MQIs are available to full and part-time faculty, Teaching Assistants, graduate student Associate Instructors (AIs) and Postdoctoral Scholars. 

There are two MQI formats to best fit your remote teaching and learning needs: A) the Remote MQI that you can include in your Canvas course, and B) a Do-It-Yourself (DIY) MQI that you can adapt to your needs. The simple process for each is detailed below. 

The survey collects anonymous feedback from your students during a class session, by asking students to answer two prompts:

  1. What helps you learn in this class? 2. What limits your learning in this class?

Instructors commonly find that MQIs can help enhance teaching methods, promote greater student participation, and improve instructor-student rapport. 

Return to expanded guide for creating an inclusive class climate online

  • Remote MQI Process: 
  • 1. Request the MQI on the CEE website here (authentication required). MQIs for faculty are processed by CEE Education Specialists

    2. A Specialist will email you an MQI survey link that you can add to your Canvas course (or can email to your students when you are ready). The survey will have no specific end date so that you can be flexible deciding when to assign it.

    3. After you have instructed students to complete the survey, please email the CEE Specialist that has been working with you to confirm that the survey can be closed and processed. About 2-4 business days after you have notified CEE, you will receive a complete, digital report. Please note that turn-around times may vary based on demand.

    4. (optional, though recommended) If you’d like to discuss the results of the survey with your CEE Specialist, you can request a 1-hour, follow-up consultation on Zoom to discuss the student responses and identify teaching practices that support or limit your students’ learning. 

    MQIs for Teaching Assistants, graduate student Associate Instructors, and Postdoctoral Scholars are conducted by the TAC Fellows and follow the same process described above. 

    What happens during the follow-up, Zoom consultation? The CEE Specialist will send you a complete, digital report via email, along with some reflection questions, before the MQI follow-up consultation. The report and the reflection questions will help you prepare for the Zoom meeting. During the follow-up consultation, the CEE Specialist will discuss with you the student feedback and assist you in prioritizing any changes you would like to implement. Consultation topics range from general suggestions about how to increase student engagement to more targeted suggestions about how to incorporate specific, evidence-based teaching practices into your remote teaching. Instructors can use the comments to guide decisions about the course and their teaching both in the near and long term. Noting the consultation and describing your student feedback can also be a useful item to include in your teaching portfolio or professional dossier.

  • Remote DIY MQI Process
  • Should you wish to do your own MQI for your remote course, refer to our lists of sample MQI statements. You can download this list of questions and add them to a Canvas, Google, or Qualtrics survey for your class. Feel free to administer these questions to your students and, afterwards, request a general consultation with a CEE Specialist to discuss the results. 

    Note: Instructors who elect to offer their own version of the MQI should supply results to the CEE Specialist they will meet with prior to the consultation, if possible.

    Sample Do-It-Yourself MQI Statements for Remote Teaching:
    We provide below a short list of sample statements that you may want to use for your remote class(es)

    Remote DIY MQI: 
    1. The remote class is well organized and easy to navigate (e.g., content is easy to find, Zoom lectures, Zoom activities, Canvas site.) 
    2. The instructor uses Zoom effectively to teach and support my learning.
    3. The remote class content is clear and understandable (i.e., not too hard and not too easy.)
    4. The instructor presents clear expectations for homework and assignments. 
    5. The remote class incorporates active learning (as Zoom pair/group work and activities, Canvas pair/group work) in ways that help me learn better. 
    6. The remote class incorporates worksheets, activity guides, notes, or other materials that support my learning. 
    7. The quantity and quality of the remote assignments supports my learning.
    8. The remote class incorporates many, short videos that support my learning. 
    9. Remote discussion sections/virtual labs support my learning. 
    10. The remote class incorporates practice exercises, practice problems, practice midterms, and/or other practice assignments that support my learning. 
    11. The instructor provides helpful and timely feedback on assignments. 
    12. The instructor promotes my well-being (mental health awareness, good habits)

  • Sample Do-It-Yourself MQI Statements:
  • We provide below some sample categories and sample statements that you may want to use for your DIY MQ; they are also available as a downloadabIe PDF

    A. Remote instruction: 
    1. The remote class is well organized and easy to navigate (e.g., content is easy to find, Zoom lectures, Zoom activities, Canvas site.) 
    2. The remote lecture/online class time is well organized. 
    3. The remote class incorporates active learning (as Zoom pair/group work and activities, Canvas pair/group work) in ways that help me learn better. 
    4. The instructor uses real-world examples, explanations, and demonstrations to support my understanding. 
    5. The instructor uses visuals (e.g., videos, images, and diagrams) in ways that help me better understand the material. 
    6. Student participation is encouraged and supported in this remote class. 
    7. The remote lecture/video lecture is delivered at a pace that supports comprehension (e.g., not too fast and not too slow.) 
    8. The instructor presents clear expectations for homework and assignments. 
    9. The amount of work in this remote class is appropriate. 
    10.The teaching assistants help me learn in this remote class/lab. 
    11. The remote class has stimulated my interest in this subject.
    12. Remote discussion sections/virtual labs support my learning.

    B. Remote class support for learning: 
    1. The instructor presents clear expectations for homework and assignments.  
    The remote class incorporates worksheets, activity guides, notes, or other materials that support my learning. 
    2. The remote class incorporates homework that supports my learning. 
    3. The remote class incorporates practice problems, practice midterms, and/or other practice assignments that support my learning. 
    4. The quantity and quality of the remote assignments supports my learning.
    5. The instructor provides helpful and timely feedback on assignments. 
    6. The remote class content is clear and understandable (i.e., not too hard and not too easy.) 

    C. Technology that supports remote learning: 
    1. The instructor uses available classroom technology (e.g., Zoom, Canvas site, Live Room, document camera, Zoom whiteboard, lecture capture, etc.) in ways that support my learning. 
    2. The instructor uses new media (e.g., podcasts, YouTube videos, Ted Talks) in ways that help me learn. 
    3. The instructor uses Canvas effectively to support my learning.
    4. The instructor uses Zoom effectively to teach and support my learning.
    5. The instructor uses iClickers or other remote classroom response technology that supports my learning. 
    6. The instructor orients me to the online proctoring tool effectively to support my learning.

    D. Assessment and grading: 
    1. The remote exams cover the content presented in class. 
    2. The remote exams are neither too easy nor too hard. 
    3. The grading structure/breakdown is clear and understandable. 
    4. The instructor provides rubrics and/or a scoring guide that supports my learning. 
    5. The instructor provides examples and models for assignments and exams. 
    6. The class incorporates instructor feedback and/or peer feedback. 
    7. The online proctoring instructions are clear.

    E. Engagement, Equity, and Inclusion:
    1. I am motivated to do well in this remote class. 
    2. I feel engaged in this remote class. 

    3. I feel encouraged by the instructor to participate in this remote class. 
    4. I feel I belong in this remote class. 
    5. I feel respected by the instructor. 
    6. I observe that the instructor treats all students with respect. 
    7. I feel that my unique attributes (e.g., traits, characteristics, skills, experience, and background) are valued by the instructor in this class. 
    8. I feel that the instructional materials in this class are inclusive of my cultural background and/or experiences.
    9. I feel that my access to technology for remote learning is taken into consideration by the instructor in this class.