Full time faculty members may take advantage of CAS' confidential feedback services, Mid-Semester Feedback, Classroom Observations, and Course Planning. To learn more about the consultation services and to request a consultation, please click on any of the tabs below.
Many instructors have found that making simple changes early in the semester helps to motivate students and enhance learning. But, right about now you may be saying, “I don’t need to change to make class better – my students do!” Mid-semester student feedback is not only a great way to evaluate your pedagogy, it is also a way for students to identify what they have been contributing to the course and how they can improve their processes.
The procedure the CID uses to collect detailed and candid reactions from students is Small Group Analysis (SGA). This simple procedure will provide you with early and extensive feedback from students. Best of all, you don’t have to wait until the semester is over to receive feedback. If changes are appropriate, you can make them during the same class that suggested them!
The airing of opinions can be as revealing to students as it is to the professor. SGA’s tend to promote the development of ideas and a level of insight about your class that seldom, if ever, emerges when students scribble a few comments on the back of a form at the end of the semester.
Informal classroom observations provide an opportunity for instructors to reflect on and refine their craft in collaboration with experienced teaching consultants. Any information gathered through this process is confidential and will not be used for any purpose other than the enhancement of the instructor's teaching.
Each observation is a three-part process:
1. A pre-observation meeting in which the instructor and consultant discuss the goals of the course, the particular class session to be observed, and what the instructor would like the consultant to look for during the observation.
2. The class visit.
3. A post-observation meeting in which the instructor and consultant discuss the class session observed and other aspects of teaching.
Great instructors learn from others, reflect on their practice, and seek out personal development. In fact, reflecting on teaching with our peers, is one of the best things we can do to enhance our students' success. By seeking collaboration in the development of your course, you are able to make your course better, stronger, faster . . .
CID consultants are available to help faculty design new courses or revise existing ones. Consultations may cover any issue related to planning for a course, including:
• Clarifying goals for student learning
• Effective course organization
• Developing new approaches to previously taught subject matter
• Methods for assessing student learning
• Designing learner-centered syllabi
• Innovative teaching strategies
• Creating engaging assignments, projects and activities
Each course planning consultation has a three-part process:
1. A pre-consultation questionnaire to help the CID identify the consultant that will best meet your needs.
2. A meeting, in which you and your peer consultant discuss the goals and objectives of the course and brainstorm ideas regarding:
o how students will meet your objectives and
o how you would like to evaluate whether they have done so.
3. A post-consultation communication (e-mail or phone) - if desired - in which the instructor and peer consultant discuss any remaining thoughts or questions.
The Center for Instructional Development @ Clayton State University promotes inquiry into one’s own pedagogy. The CID never evaluates instructors, shares information about individual instructors with those who do evaluate, and vigorously protects the confidentiality of all faculty members who utilize our services.
The CID does not release the names of individuals who seek feedback services on their instruction, or even confirm that feedback has taken place, except when authorized to do so by the individual seeking the services.