From Student Voices to Course Design Choices: What Student Panels Reveal About Engagement
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From Student Voices to Course Design Choices: What Student Panels Reveal About Engagement 

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Most of us are very familiar with the traditional ways colleges gather student feedback and measure student engagement. End-of-course evaluations are nearly universal in higher education, and they can offer helpful information about the student experience. However, these surveys are backward-looking and rarely provide the kind of nuanced, candid insight we need to make meaningful changes in our teaching and course design choices. Recent research backs this up. Becker, Brandt, and Psihopaidas (2021) found that student evaluations often miss the deeper contextual and emotional dimensions of learning that instructors need to make meaningful improvements. Their study demonstrated that when students are asked to talk through their experiences in real-time conversations, such as student panels, instead of rating them on a form, they reveal far more about what supports or hinders their engagement.

At DePaul, we discovered many years ago that live student panels are a goldmine for capturing what students really think, and faculty love them! These conversations invite students to share—in real time—what helps them learn, what gets in their way of understanding the content, and how teaching practices actually “land”. We have found that when we invite students to talk about their experience taking an online course, or what they find motivating and demotivating, or how they use generative AI in their studies, it provides a window into their world that a course evaluation cannot capture. This is supported by recent research from Larmar and Lodge (2020), who argue that student dialogue in focus groups offers a more holistic picture of student learning—highlighting cognitive, social, and emotional factors that traditional evaluations simply do not reach.

Recently, one of our Learning Experience Designers collaborated with the director of online learning in the College of Science and Health (CSH) to host a student panel focused on engagement. We sent an email inviting students to participate in a panel that would focus on sharing their perspectives on what helps them stay engaged in their classes and what they feel is the most effective learning environment for them. We also let students know that they would be compensated for their time with a gift card. Five students agreed to participate. The students represented a cross-section of majors—biology, psychology, neuroscience, physics, and pre-health—and a wide range of lived experiences. Many were commuters. Some were first-generation. Others were juggling labs, jobs, and leadership roles.

Below are some of the themes that emerged and how we might translate their feedback into practical teaching practices and inform course design:

1. Make Learning Iterative, Not One-and-Done

What students said:

Students described how impactful it was to attempt complex problems on their own first, then revisit them through class discussion, peer and instructor feedback, and revision. The “try → refine → try again” flow built confidence and made the learning stick. One student talked about a stats class where the problem set assignment structure allowed them to explore their thinking, make mistakes, and then resubmit with guidance. They said it “finally felt like learning instead of guessing.”

Design implications:

  • Use two-stage assignments: attempt → feedback → revision.
  • Shift framing from perfection to process.
  • Build in brief reflection points.

2. Authentic Work Creates Meaning and Motivation

What students said:

Students described how “publication-level writing” in a Chemistry course was difficult—but meaningful. It mirrors the real expectations of their fields, building confidence in their developing professional skills. The authenticity of the assignment made the struggle worth it.

Design implications:

  • Connect tasks to real-world disciplinary practices.
  • Use “as if” framing (“Write as if submitting to a journal”).
  • Replace contrived assignments with authentic performance tasks.

3. Consistent Course Structure and Community-Building 

What students said:

A Quantum Mechanics course stood out for its rhythm of short lectures, group problem solving, and rotating seating assignments which created a sense of predictability and also belonging. Students said this structure reduced intimidation and made it easier to ask questions and collaborate. They also highlighted the power of icebreakers, approachable faculty, and established study communities.

Design implications:

  • Use a class structure of mini-lecture → collaborative work → reflection.
  • Build early “community infrastructure” through introductions and rotating study partners.
  • Normalize collaboration as part of the discipline.

4. Belonging Is Foundational to Learning

What students said:

Many students described feeling isolated or intimidated—especially in large classes. They repeatedly emphasized the power of faculty who showed care, learned names, and normalized imperfection. They also appreciated hearing about the instructor’s teaching philosophy and how that will be manifested throughout the course.

Design implications:

  • Start with “connection rituals”: introductions, co-created norms, and goal-setting.
  • Offer transparency about your teaching philosophy (“Here’s how I support your learning”).

5. Transparency Builds Trust

What students said:

Students wanted to understand why courses are structured the way they are. They were confused about office hours (“Am I supposed to have a question prepared?”). Outdated materials created mistrust (“If the videos are old, is the content current?”).

Design implications:

  • Explain design decisions clearly (“Here’s why this assignment matters…”).
  • Reframe office hours as “student hours”—for discussion, curiosity, and connection.
  • Routinely audit digital content for currency and clarity.

6. Empower Students as Contributors

What students said:

Students appreciated being discussion leaders, presenting problems on video, or posing weekly questions. These structures helped them feel more invested and confident.

Design implications:

  • Integrate student-led elements: discussion leaders, case presenters.
  • Allow students to integrate short video responses into their assignment deliverables.

7. Classroom Norms Are Contagious

What students said:

Device use came up repeatedly. Students noted that if even a few peers drift to their phones or laptops, it spreads. They appreciated instructors who established clear, co-created norms around when and how technology would be used.

Design implications:

  • Co-create device expectations on day one.
  • Embed intentional tech use (polls, simulations, data tools).
  • Provide rationale for device practices.

Panels also help students feel seen. When they describe their experiences—and see faculty listening—they recognize that their voices are valuable. This strengthens trust, belonging, and shared responsibility for learning.

The CSH student panel reminded me that students are eager to share what helps them learn, and they do so with clarity and generosity when invited. Their insights reinforce what research tells us—and what many of us sense intuitively: effective teaching is relational, iterative, authentic, and grounded in trust. Student panels don’t replace course evaluations—they deepen them. They reveal the nuances that numbers miss.

 

References
Becker, S. A., Brandt, B. W., & Psihopaidas, D. (2021). What students value in their learning environment: Focus group insights for course design. The Internet and Higher Education, 51, 100816. 

Larmar, S., & Lodge, J. M. (2020). Students take the mic: Exploring student perspectives through focus groups to inform teaching practice. Higher Education Research & Development, 39(5), 998–1011. 

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About Lisa Gibbons

Lisa is the Director of Instructional Design in the Center for Teaching and Learning. She has twenty-five years of experience working in educational, non-profit, internet start-ups, and publishing organizations specifically in positions that leveraged her background in user experience, instructional design, and leadership. Lisa earned her B.A in American Studies from Northwestern University, and a M.B.A from DePaul University’s Kellstadt Graduate School of Business. Outside of work, Lisa focuses on projects that support food access for all and sustainable agriculture, she was also on the leadership team that opened up the second food co-op in Chicago, Wild Onion Market.

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