Volume 2: Getting Feedback on Your Course Through Student Focus Groups
A quick and easy way to get constructive, course-specific feedback that is being used on many campuses involves student focus groups. This procedure, also known as Small Group Instructional Diagnosis (SGID), was developed by D. Joseph Clark at the University of Washington’s Biology Learning Center. It is a process through which instructors can receive feedback from students at any time during a course, and it only takes 30 minutes of class time. Because it occurs midterm, it allows adjustments to be made during the course that may facilitate student learning. Because students see that their input is taken seriously, this process has also been found to significantly increase student motivation.
This process involves the course instructor, students, and a focus group leader. To maximize student confidence, it is important that the focus group leader not be associated with either the students or the instructor.
- Step One: The initial step is arranging a short conference between the instructor and the focus group leader in which the focus group is set up.
- Step Two: The focus group leader attends a midterm class period, is introduced by the instructor who then leaves for the remaining 25-30 minutes of the class. Students form groups and discuss three questions:
- What do you like about this course?
- What do you think needs improvement
- What specific suggestions do you have for change?
Responses are discussed and recorded. The focus group leader invites additional reactions from students in an effort to bring out the full range of options. Where there is disagreement, a straw poll is taken.
- Step Three: group The instructor receives a written summary of the ideas generated from the focus and usually a short conference between the instructor and the focus group leader follows.
- Step Four: The first 10 minutes of the ensuing class period is usually spent in discussing the instructor’s reaction/reflection to the student feedback.
- Step Five: A follow-up session is held between the focus group leader and the instructor to discuss the feedback session and possible outcomes.
Clark suggests that the success of this process is associated with its midterm timing, the role and expertise of the focus group leader, and the dynamics of small group process. In addition, Abbott et al. (1990) found that the reaction from the instructor and the resulting discussion significantly affected student satisfaction. Additional benefits include safety for students, course-specific constructive suggestions, and the opportunity for students as well as faculty to see what other students think.
If you would like more information, contact Elena Berman, Faculty Development Specialist at the University Teaching Center, by e-mail at eberman@u.arizona.edu. If you would like to set up an appointment with a facilitator, contact Marcy at the University Teaching Center, 621-7788.
References
Abbott, R., Wulff, D., Nyquist, J., Ropp, V., and Hess, C. (1990). Satisfaction With Processes of Collecting Student Opinions About Instruction: The Student Perspective. Journal of Educational Psychology, 82(2), 201-206.
Redmond, M., and Clark, D. (1982). Small Group Instructional Diagnosis: A Practical Approach to Improving Teaching. AAHE Bulletin, 34(6), 8-10.
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