Summary
Response rates for student evaluations of teaching (SETs) are essential for instructor and course feedback. Many administrators and instructors are seeking ways to increase SET response rates in the Blue evaluation software. Consider any of these strategies in the coming term to support response rates in your unit. This content was originally shared in the Canvas Experts Blog in September 2025 related to the transition to Canvas and standardization of Student Evaluations of Teaching (SETs).
Please see the Standard Operating Procedure for SETs for more detail about how, when, and why SETs are administered at OHIO.
Featured Strategies
Share SET Information and Impact Systematically
Tell Students How Evaluations Work: Frame SETs as a key contribution to the learning environment for all students and faculty (Chapman & Joines, 2017). Tell students at the start of the course how and when they will be asked to share feedback and how the instructor and department will address feedback (Chapman & Joines, 2017).
Remind Students and Faculty: Bennett and Nair (2010) recommended communicating with students and faculty before, during, and after evaluations to achieve a higher response rate. Additionally, having messaging campaigns to faculty to highlight SET timelines and processes can increase response rates (Bennett & Nair, 2010). Consider providing standard guidance to instructors on whether any type of incentive is acceptable in your unit to promote responses.
Show Students Their Feedback Influences Change
Demonstrate the Impact of Feedback: Share examples of how past student feedback led to course improvements. Reinforce that evaluations are used in curriculum development and personnel decisions. Additionally, when students feel they are respected as part of the classroom environment, they may be more likely to invest time in completing evaluations (Chapman & Joines, 2017).
Use Class Time for Evaluations
Make Time in Class: Set aside 10–15 minutes during synchronous classes for students to complete evaluations. Leave the class space to preserve anonymity and encourage honest feedback.
Example: A professor in the Russ College of Engineering and Technology consistently sets aside class time for students to complete evaluations, a practice carried over from the days of paper evaluations. They credit this approach with helping to achieve higher response rates.
OHIO-Specific Guidance
Promote Awareness of Evaluation Timelines and Impact: Ensure faculty are informed about evaluation timelines, how SET data is used in instructional and personnel decisions, and how to access their reports.
Incorporate SET Access into Canvas Courses: Recommend that instructors enable the Student Evaluations of Teaching tool in their Canvas course menus. Faculty could post announcements when evaluations open and show students how to access the link.
Leverage Blue’s Resources to Monitor and Promote SETs: Encourage faculty to regularly access Blue to monitor response rates, review historical evaluation data, and send targeted reminders to students. More information: Getting started with student evaluations of teaching: Blue for instructors.
Potential SET Timeline for OHIO Instructors
| Timeframe |
Action |
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Start of Class
|
- Add SET details to the syllabus, including the purpose of SETs.
- Discuss why and how students will provide feedback during course overview.
- If possible, share examples of how past feedback has shaped the course.
- For academic leaders, share information with faculty about how SETs are used and any expectations for communicating about SETs in courses.
|
|
During the Semester (Optional)
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- Conduct a short survey before the end of the class to gather student input and make timely adjustments.
|
|
2-4 Weeks Before Evaluations Open
|
- Ensure Student Evaluations of Teaching link is available in the Canvas course menu.
- Remind students of the upcoming evaluation period and reinforce the value and impact of sharing feedback.
- Schedule announcements in Canvas to promote SETs.
- For academic leaders, remind faculty of Blue resources to increase response rates.
|
| During Evaluations |
- Provide time during class for students to complete the SET (instructor should leave the room during this).
- Monitor evaluation response rates in Blue throughout the evaluation period.
- Send students reminders through Blue.
|
References
Bennett, L., & Nair, C. S. (2010). A recipe for effective participation rates for web‐based surveys. Assessment & Evaluation in Higher Education, 35(4), 357–365. https://doi.org/10.1080/02602930802687752
Chapman, D. D., & Joines, J. A. (2017). Strategies for increasing response rates for online end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 29(1), 47–60. http://www.isetl.org/ijtlhe/
Ohio University Center for Teaching, Learning, and Assessment. (n.d.). Student feedback to support instruction: Early- and mid-term feedback surveys and small group instructional diagnosis. Ohio University. https://www.ohio.edu/center-teaching-learning/programs-events/student-feedback-support-instruction
Ohio University Office of Information Technology. (n.d.). Getting started with student evaluations of teaching: Blue for instructors. https://help.ohio.edu/TDClient/30/Portal/KB/PrintArticle?ID=558