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Advocate Online
Thriving in Academe
Issues to Consider
Notes on Using the GIFT
Some tips on making the process work and some comments from instructors
who have benefited from using GIFT.
 Trust
is the key. Confidentiality is critical.
The report given to the recipient should be the only record of the GIFT
activity. In addition, students should be assured of anonymity. Their
comments should always be voiced as a group to protect their identities
as well as to ensure honest and thoughtful responses.- Promptness is a necessity.
The results of the GIFT should be given to the instructor within a day
or two of the interview so that a class discussion can occur at the
next class meeting. This shows the students the results are taken seriously
and their suggestions really matter.
- Control of the GIFT is essential.
Allowing everyone in a class to hear each other's comments is a positive
attribute of the process. If, however, an aggressive student articulates
complaints, the facilitator should not allow this to negatively influence
the group. While the interviewer is there to hear comments, it is important
to collect the feedback that is most important and truly represents
the majority.
- The impact on instructors is powerful.
Sample comments from instructors illustrate the important effect of
the GIFT process.
"I received valuable feedback from the students
during the semester so I could apply/adjust to their needs. The students
seemed to really appreciate the fact that they were 'heard' and seemed
understanding when I didn't change something they had questioned—but
I could explain why I didn't change."—Tamara Arthaud, Special
Education and Communication Disorders.
"The student interviews and the GIFT—using
a recognized assessment methodology—provided detailed feedback on
my efforts to assess and improve the content of my classes, the effectiveness
of the materials I use, and my teaching technique.
They also served as an important tool for developing
a positive rapport with my students. Finally, they provided a level of
comfort for me in helping to determine whether the class is progressing
smoothly."—James Landers, Public Administration and Policy
Analysis.
"The year I participated in GIFT, I received
the most comprehensive evaluation of my 27-year teaching career. The real
power in GIFT is that a fellow professional conducts the assessment. For
the first time, I learned intricate details about the teaching and learning
in the classroom." —Daryl J. Floit, Curriculum and Instruction.
return to "Thriving
in Academe"
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References
& Resources
Abbott, R.D.,
Wulff, D.H., Nyquist, J.D., Ropp, V.A., &
Hess, C.W. (1990). "Satisfaction with processes
of collecting student opinions about instruction:
The student perspective." Journal of Educational
Psychology (2), 201-206.
Angelo, T.A. & Cross,
K.P. (1993). Classroom assessment techniques:
A handbook for college teachers. San Francisco:
Jossey-Bass.
Banta, T.W., Lund J.P., Black,
K.E., & Oblander, F.W. (1996). Assessment
in practice: Putting principles to work on college
campuses. San Francisco: Jossey-Bass.
Braskamp, L.A. & Ory,
J.C. (1994). Assessing faculty work: Enhancing
individual and institutional performance.
San Francisco: Jossey-Bass.
Cross, K.P. & Steadman,
M.H. (1996). Classroom research: Implementing
the scholarship of teaching. San Francisco:
Jossey-Bass.
Wulff, D.H. (1994). "The
case of the worrisome workload." In W.C.
Rando & L.F. Lenze (Eds.), Learning from
students: Early term feedback in higher education
(pp. 29-32). University Park, PA: National Center
on Postsecondary Teaching, Learning, and Assessment.
To learn more about using
Group Instructional Feedback Techniques contact
csantan@siue.edu.
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