Schedule F-2 Faculty Evaluation Form

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SCHEDULE F–7 (cont.)OPTIONAL STUDENT EVALUATION OF INSTRUCTIONWritten CommentsInstructor _____________________ Course Name _____________ Date ______________Period of <strong>Evaluation</strong>: __________________________________________________________STUDENT WRITTEN COMMENTS: Student written comments are valuable feedback for theinstructor. Please take the time to write comments. If you need additional space, use the back of thisform.Written Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(Continue comments on back of this form.)
SCHEDULE F–8THE SMALL GROUP INSTRUCTIONAL DIAGNOSIS (SGID) METHODSGID is a five-step process involving the course instructor, students in the instructor’s class, and afaculty colleague trained to act as a facilitator.STEP ONE – The initial step is a conference between the instructor and the facilitator in which thefacilitator explains the SGID process and gets to know something about the instructor’s style.STEP TWO – The classroom procedure is scheduled for the middle of the term during a regular classmeeting. The instructor teaches as usual for the first part of the period, then introduces the facilitatorand leaves the room for the last 25 to 30 minutes. The facilitator briefly explains to the students his orher role and the SGID process, emphasizing that the information will be given only to the instructor andthat the students have an opportunity to have direct affect on the remainder of their course. Thefacilitator then asks them to divide themselves into groups of about five and to select one person fromeach group to act as recorder and spokesperson.The groups each address and arrive at a consensus on two questions.1. What do you like about the course?2. (A) What do you think needs improvement?(B) What suggestions do you have for bringing about these improvements?After seven to eight minutes of discussion time, the facilitator asks each spokesperson to report oneresponse to each of the questions (more than one round can be made if time and class size permit).The facilitator writes the responses on the board, being sensitive to dissension and minority views.When a statement is not shared by most, the facilitator requests a show of hands and records theapproximate breakdown. The facilitator will ask for two student volunteers to record what is written onthe board. The facilitator will share this information with the instructor.STEP THREE – The next step in SGID is the feedback session between the facilitator and the instructorin which they discuss the students’ comments, the instructor’s reaction to them, and strategies forchange. They also discuss what the instructor should say to the students.This step has been identified as the most difficult in the process. It requires that the facilitator hasadequate teaching experience and that he or she also possesses a number of interpersonal skills; thefacilitator should be supportive, warm, sensitive, understanding, nonjudgmental, and should listenactively.The facilitator’s role requires that he or she operates on several levels. On the first level, the facilitatoris a communication channel with primary concern for conveying the student’s sentiments in such a wayas to avoid offensive reactions from the instructor that may block the flow of information.On the second level, the facilitator is an information source, perhaps sharing his or her own teachingexperiences or telling the instructor about various resources and techniques.
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