The CID now offers two new services for Instructional Development: Student Surveys and Small Group Instructional Feedback (SGIF). These services allow faculty to gather formative feedback from students regarding instructional practices outside the official appraisal processes. Faculty looking for ways to engage their students in a qualitative analysis of the teaching and learning process can do so by contacting an Instructional Associate. The process is voluntary and confidential and the benefits of implementing formative Student Surveys and SGIFs have been researched for more than 20 years.
Some of the benefits to the instructors and the students include:
- Increased communication between instructor and students.
- Increased student motivation.
- Increased student involvement (share views and negotiate a common strategy for dealing with challenges).
- Increased instructor awareness of what is working for students and what isn’t.
- Increased student engagement in suggesting problem-solving strategies.
- Improved (end of term) quality of instruction when feedback is gathered mid-term.
Cohen, A. P. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13(4), 321-341. weblink…
Clark, D. J., Redmond, M. V. (1982). Small Group Instructional Diagnosis: Final Report. Fund for the Improvement of Post-secondary Education (ED), Washington, DC. ED217954 weblink…
Small Group Instructional Feedback (SGIF)- Briefly outlines the SGIF process and the benefits of taking part in it. University of British Columbia Teaching and Academic Growth. weblink…