As might be expected, a majority of participants (17 of 30) mentioned that student feedback often prompted them to rethink particular
areas of their teaching. Sometimes this was informal feedback, such as a comment in class by a student; for example, “The postgraduate
students come up with some really funky things” (Diedre, Sciences). Feedback also came through formal teaching evaluations administered
by the institution: “Students have to evaluate every unit every semester that they take, so we get [feedback] from that” (Joyce, Professions).