Soliciting mid-semester feedback from students about the course and teaching methods gives faculty the opportunity to make appropriate changes before the end of the semester. Mid-semester student feedback can help faculty gauge what aspects of the course help students’ learning and what changes could be made to improve students’ learning. Online and in-class surveys and student focus groups are commonly used tools for gathering mid-semester feedback. CTL’s instructional consultants can work with faculty to design and implement these tools in their face-to-face and online classes.
Student Focus Groups
The focus group process, also called Small Group Instructional Diagnosis (SGID), is a structured activity that yields anonymized student feedback about what’s working well and what could be improved in a course. Focus groups are conducted during class time and require approximately 30 minutes for a small class and 40 minutes for a larger class. They are facilitated by a CTL instructional consultant without the faculty member present. The consultant synthesizes the 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 student focus group session consists of the following steps:
Online and In-class Surveys
Alternatively, faculty may collect mid-term student feedback via an online or in-class survey. Our consultants can work with faculty to tailor such surveys to meet individual needs. Consultants can also work with faculty members to interpret student responses and to identify ways to respond to student feedback.
Please complete the consultation form by clicking the link below or email us at firstname.lastname@example.org at least two weeks prior to the preferred student focus group date to allow enough time for the consultant and the faculty member to schedule a pre-focus group meeting.