What is a SGID?
A Small Group Instructional Diagnosis is a student feedback process for any classes you teach, facilitated by colleagues who have been trained in SGID facilitation. Normally they are used as formative assessments — purely for the instructor’s information — although SGIDs are recognized throughout the university as one of the ‟multiple measures of teaching effectiveness” that can be used to document your teaching. Therefore, many instructors do mention SGIDs in their annual reports. The program is voluntary, though, and coordinated as a service of the MUM Center for Teaching and Learning. We believe if instructors could be required to use SGIDs, it would undermine the spirit of communication and dialogue that makes them useful.
We also do not recommend that SGIDs be scheduled when you are not on campus. Students can perceive SGIDs scheduled for a day when you are away as your just getting coverage for your absence. We have found that students feel that you really value their feedback if you are willing to give up time in the classroom with them for the SGID process.
What happens during a SGID?
The process is straightforward: A SGID facilitator (one of your colleagues who
has been trained in SGID facilitation) will come to your classroom at the scheduled
time to meet with your students. (You should leave after you introduce the facilitator.)
Students are asked to form small groups to respond to the following questions:
"In what ways has the instruction/instructor helped you learn in this course?"
and "Can you suggest some changes in the instruction/course that would better
help you learn?" The facilitator polls the class, using a remote response clicker system, to ascertain how many agree with each listed strength and suggestion and to discuss and clarify any points they bring up. Student use clickers to confidentially indicate degrees of agreement or disagreement with each suggestion and comment. The process takes about 30 minutes.
Note: Because all SGIDs are conducted using a student response system, a computer and projector are required. If your classroom is not mediated, it is your responsibility to request a computer cart.
When is a good time for a SGID?
You can schedule your SGID for any point in the semester. Many faculty find it helpful to schedule a SGID around mid-term. It’s a good idea to request SGIDs at least a week or two in advance, when it’s more likely we’ll be able to schedule your preferred date and time. As mentioned above, we do not recommend that SGIDs be scheduled when you are not on campus.
Do I need to identify issues or questions for my students to consider?
No, there is no need for you to do this. In fact, the SGID process was designed to gather classroom feedback that is student-driven. The prompts for the feedback are purposely open-ended so that students can identify what is most important to their own learning.
What if I want students to give feedback on something specific they are doing in class?
In nearly all cases where an instructor had specific concerns she/he wanted students to address, they did so unprompted. Letting your SGID facilitator know about specific concerns may help the facilitator know when to ask for clarification or further elaboration from students when responding.
You might also talk with your class beforehand to share your concerns and your interest in their feedback.
(Return to top of page) What does the facilitator do with the feedback my students give?
The facilitator provides a written report for you, and if you wish, will be happy to meet with you to talk about the results. Instructors often find that it is most helpful to schedule this meeting before the next meeting of that class.
(Return to top of page) What should I do with the SGID report?
Most instructors find it very productive to discuss some or all of the results from the SGID
with their students. This is an opportunity to address their concerns, whether to clarify something confusing to
them or respond to their suggestions. You will need to decide how much time to allot for this dialogue and whether you want to try any of the suggestions they offered. Whatever you decide to do, many students express appreciation for the opportunity they had to have their perspectives heard.
Also, many instructors mention their use of SGIDs in their annual report as evidence of their learner-centered approach to teaching.
(Return to top of page) How can I prepare for a SGID?
Most instructors find it helpful to talk about the SGID with their students beforehand — and often
before the actual day of the SGID. You can share with your students how you find their feedback valuable.
Your goal is to understand how their learning in your class can be improved. You can reassure your students that the process is confidential for them; no individual student will be identified. Rather the comments and questions that come up during the SGID will be summarized in a report you will receive.
(Return to top of page) Who are the SGID facilitators?
Our SGID facilitators are faculty from across the disciplines who have been trained in the SGID process and
have used SGIDs in their own classes. Currently, the SGID facilitators are:
As the SGID program has grown, additional facilitators have been trained. Prospective SGID facilitators must have had SGIDs conducted in their classrooms for a minimum of two semesters. Training includes instruction and observation of other SGIDs being facilitated, as well as having one’s own first SGID facilitation observed by a peer.
What are some best practices for SGID facilitators?
What is listed below is the beginning of a “best practices” list generated at a meeting of SGID facilitators last year.
Process
Be on time.
Let students know you are reporting, not interpreting, their feedback.
Tell students that groups are for brainstorming, not to arrive at agreement.
The SGID’s goal is student-generated feedback. The facilitator should not guide or prompt student feedback other than to ask for clarification or to encourage students to articulate how the idea presented is connected to their learning.
Explain that the SGID is a service of the CTL, then briefly explain what the CTL does.
Reporting
Reports should be timely. Ideally reports are sent before the next class meeting but definitely within 1 week.
Reports should be succinct so that instructors are not overwhelmed.
Be selective about comments shared from the worksheet. Include comments that either bring up ideas that were not shared for the polling or that clarify an idea presented. Specific positive comments about the instructor/course might also be shared.
We are still in discussion on the order of the bulleted items. Maybe most of us just put the items in the order they came up, right off of our notes. Perhaps putting them in order of highest agreement down would be a better visual representation of the support for that item.
Remember: A SGID is not a peer review. Facilitator comments should focus on process, not on the product. These comments should be non-evaluative and non-interpretive. Don’t give advice to the instructor or interpret student feedback.
To schedule a SGID, click HERE.
(Note: After submitting the form, you will be prompted to return to the blank form to submit another request.)
You'll need to
provide the following information on the form:
The class(es) for which you'd like a SGID, including section (For example: ENG 112, section MA -
Composition and Literature
)
Meeting times of the classes (For example: T, TH 10-11:15)
Room number
Your preferred date(s)--please provide a first and second choice
Your preferred time for when you would like the SGID facilitator to come—please provide a first and second choice for each of the dates.
For example: if your class runs from 6-9:45, specify the 30 minute block of time during which you'd like the facilitator to visit. Most instructors schedule SGIDs for the end of the class period, though it's entirely up to you. In the example above, you might ask the facilitator to visit from 9-9:30.
After your request is received, a SGID facilitator will contact you as soon as possible to confirm a time. If you have any questions, call the CTL at 727-3464 or email us at mumctl@muohio.edu, and we'll get back to you soon.
Don’t forget: Because all SGIDs are conducted using a student response system, a computer and projector are required. If your classroom is not mediated, it is your responsibility to request a computer cart.
What if I have other questions?
Contact your assigned SGID facilitator. Our SGID facilitators have had experience in classrooms across the disciplines and would be glad to talk with you about any questions or concerns. You can also contact the Center for Teaching & Learning at mumctl@muohio.edu or 7-3464.
