In addition to peer observations, we also offer Small Group Instructional Diagnosis (SGID) sessions. SGIDs allow faculty to gather structured, qualitative feedback from students mid-semester.
Small Group Instructional Diagnosis (SGID)
Soliciting feedback from students about the course and teaching methods gives faculty the opportunity to make appropriate changes before the end of the semester that can improve students’ learning. Conducting a SGID in lieu of a survey allows a CTL instructional consultant to ask students follow-up questions when answers are incomplete. Prompting students to think more deeply allows for richer feedback.
Structure of SGID
The SGID is conducted during class time and requires approximately 20-25 minutes. They are facilitated by a CTL instructional consultant without the faculty member present. The consultant synthesizes the anonymized students’ feedback, identifies themes, and compiles a summary report, which is discussed with the faculty member. The faculty member may use the feedback to inform changes in course design and teaching practices. Conducting a SGID session consists of the following steps:
- Pre-SGID Meeting: A pre-SGID meeting is conducted between the consultant and the faculty member to discuss focus group process establish the context of, goals for, and the date for the focus group session.
- SGID Session During Class: The SGID session is held, which is conducted during a portion of the class period. The consultant highlights that their professor cares about their learning and wants to ensure their learning needs are being met. The importance of receiving their honest feedback is explained.
- Questions Asked: Anonymity is emphasized to the students with two standard questions asked. Additional questions can be included; however, it is recommended to keep the total number of questions under five.
- What areas of the course assist with your learning? Examples of what this might include may be provided, such as teaching methods, textbook, exams, class activities, projects, class interactions, etc.
- What improvements could be made that would assist your learning and what specific strategies do you suggest for these improvements to be made? Emphasis is made on what strategies students suggest so improvements are actionable.
- Synthesis of Data: The consultant drafts a report and sends it to the faculty member.
- Post-SGID Meeting: A post-SGID meeting is conducted to discuss the report and to identify next steps the faculty member may wish to take.
- Faculty Follow-Up with Students: The faculty member should intentionally inform students about aspects of the course they will and will not change and the rationale for their decisions. This step is critical to ensure credibility of the activity and so students feel their feedback was taken seriously.
Example Report
