The Small Group Instructional Diagnosis (SGID) is a feedback process that involves structured discussions among students about their course experience, typically organized around the midpoint of a term. This voluntary process can enhance teaching effectiveness by identifying course strengths and areas for improvement, ultimately aiding communication between students and instructors. Faculty can customize questions for student feedback and use the information to inform changes in their teaching strategies while engaging students in self-assessment.

1. Small Group Instruction to Improve Teaching and LearningSGID@SOUSponsored by the Center for Teaching, Learning, and AssessmentWilkins-O’Riley Zinn, Faculty Director of Teaching and Learning

2. Contact zinnw@sou.eduWho dares to teachmust nevercease to learn.• John Cotton Dana

3. What is SGID?Small Group Instructional Diagnosis is an evaluation process that uses structured small group discussion among students in a class to provide feedback to the teacher, generally around the midpoint of a term. The teacher introduces the process which is guided by a SGID facilitator.

4. Why use SGID?The SGID process can improve teaching and learning, enhance communication among students and teacher, and strengthen a course.It can be used to address challenges as well as to check on the effectiveness of new methodologies.SGID can also provide documentation for efforts to improve teaching effectiveness if the teacher chooses to use the confidential data in this way.

5. How does the SGID process work?SGID is voluntary and cannot be imposed on a faculty member. An interested faculty member contacts the Director of Teaching and Learning via email for the list of potential facilitators.The teacher then contacts a facilitator to arrange the SGID. Because ofschedules, this may require contacting more than one potential facilitator. The two meet in person or via phone or email to set up the process.Afterward, the pair arranges a debriefing meeting where the facilitator provides a written report based on student input.

6. What are students asked?• What do you feel are the strengths of the course?(Keep this.)• What suggestions can you make for improvement of the course?(Change/modify this.)

7. What if I want to write my own questions?No problem. Be sure to discuss them with your facilitator, so that s/he knows what to address during the process.You might choose this option in cases where you’ve changed, added to, or otherwise modified a course and want to collect formative assessment data.

8. What can I do with SGID info?Develop a plan of response that can include:Things you are willing to change.Things you are not willing to change.Things that you realize you need to provide a rationale for.

9. What else can I do?Determine what’s working via multiple kinds of formative assessment.Find out what isn’t working via multiple kinds of formative assessment.Involve students in self-assessment using reflective and contemplative thinking designed to encourage self-responsibility for learning.Nurture S2L2L3 (student to learner to lifelong learner) development.

10. See sample SGID processes at:http://www1.umn.edu/ohr/teachlearn/consultations/sfc/video/index.html

11. What do you do that works?InvitationInspirationInformationIntegrationImplementationWhat makes teaching engaging,effective, and interesting?And what doesn’t work?