The MAP is a confidential and voluntary service that TEFD provides to instructors to enable them to get student feedback on a course while the course is in progress. The MAP is one of the most widely requested services offered by TEFD.
The MAP is not like the mandatory evaluations that all departments ask students to fill out at the end of the semester. The MAP is done earlier (around midterm) to allow the instructor to make meaningful changes during the course.
The MAP allows instructors to:
- Gauge how and what students are learning
- Obtain student responses to activities and materials of the course
- Compare the instructor's ideas about the course and its teaching and learning objectives with those held by the students.
The MAP also offers the time and attention of a TEFD consultant who collects, synthesizes, and helps interpret student feedback, and identifies appropriate teaching suggestions and print or web-based resources. Unlike end-of-term evaluations, MAP feedback goes directly to, and only to, the instructor.
Two ways to obtain feedback from students
There are two options for gathering feedback. Both are typically conducted between weeks 4 and 9 of the semester. The instructor and the TEFD consultant will determine which option will be most useful.
Small Group Teaching and Learning Questionnaire (20 minutes)
Students work in small groups to answer questions on the Small Group Teaching and Learning Questionnaire. This is the most widely used method of obtaining student feedback. We recommend this version for small to medium-sized classes because it offers the best direct feedback from students.
The Small Group Teaching and Learning Questionnaire is typically composed of two open-ended questions that are generally very effective at capturing student feedback:
- “What do you like most about this course and/or the teaching of it?”
- “What suggestions would you make to improve this course and/or the instructor’s teaching of it?”
The TEFD consultant can also work with the instructor to design one or two additional questions, at the discretion of the instructor. On the day of the MAP, the instructor is asked to be present for the start of the class, introduce the TEFD consultant, and leave the room while the consultant places students into groups of 3–5. Students designate a recorder, discuss their perceptions of the class, and indicate those items that are most important for the instructor to hear. If time permits, the consultant may also ask the groups to report their findings to the larger class. The consultant will then turn the class over to the instructor, and will compile the data for a full consultation that usually occurs within a week or two of the MAP.
Individual Teaching and Learning Questionnaire (15-20 minutes)
Each student fills out the Individual Teaching and Learning Questionnaire independently. This method is often requested for large classes.
This questionnaire allows each student to offer his or her opinions by completing 30 items across 3 sections: Instructor, Course, and Overall. Students rate various aspects of the class on a 5-point scale. Open-ended questions also encourage students to provide additional feedback for qualitative analysis. The consultant will then turn the class over to the instructor, and will compile the data for a full consultation that usually occurs within a week or two of the MAP.
Availability of MAPs
We’ve welcomed a large number of new faculty to campus this year, and many have asked for our teaching services. Accordingly, we will offer MAPs on a first come, first served basis.
For more information, contact Mei-Yau Shih