MEMORANDUM 

May 16, 2000

 TO: Mills Kelly, Assistant Professor, History
FROM: Suzanne Tapp, Program Development Officer, Teaching, Learning, and Technology Center
RE: Spring 2000 SGID

As you know, I recently conducted a small group instructional diagnosis (SGID) for your Western Civilization classes. Although I’ve given you a summary of the student feedback, I wanted to relay and document a very interesting portion of the ensuing class discussion with one of your sections.

Students were given an evaluation form and asked to answer three simple questions: What helps you learn in this class, what does not help you learn and what would you suggest or change. They were asked to complete these forms as individuals and then were put into small groups of three or four to share their thoughts and come up with a group consensus. The class was reconvened and I facilitated a class discussion about their feedback and ideas.

As we discussed the second question (What doesn’t work or help you learn?), one group voiced frustration because they didn’t know your personal beliefs, opinions, political views and so on. They suggested that this knowledge would better help them to understand your perspective and even the class material. At this point, another student chimed in and said, "Don’t you get it? The reason he doesn’t tell us is that he wants us to develop our own opinions and ideas. The whole point is for us to learn to think critically – that’s what this class is about." The class was still for a minute, heads began nodding in agreement, and you could almost hear a collective "aha" from the group.

I really enjoy the opportunity to conduct SGIDs, especially when I get to watch the wheels turn as students think through how and why they learn.