What is a Mid-semester Analysis Poll (MAP)?
Just as a geographical map provides guidance and direction to help you orient yourself in space and make informed navigational decisions, a pedagogical MAP provides formative feedback and data to help you gauge your students’ learning and make informed instructional decisions.
Modeled after the Small Group Instructional Diagnosis (SGID) process developed at the University of Washington in 1982, the MAP process helps you know what students currently find helpful to their learning, while also providing you with practical suggestions to further improve student learning. Furthermore, since it takes place at the midpoint of the semester, you have time to reinforce the pedagogical practices that are effective, yet make adjustments and revisions to improve learning before the class is over.
Not only does the MAP process provide useful feedback to instructors, the process is also beneficial for students. The MAP process provides an opportunity for students to reflect on their learning, think about their own accountability for their learning, safely express their ideas, and feel as though their voices have been heard. Studies show that students who participate in such a feedback process demonstrate improvements in learning behavior in the form of improved motivation and engagement (Clark and Redmond, 1982).
How does a MAP work?
A MAP consists of five parts:
- Instructor pre-consultation
- In-class polling session
- Instructor post-consultation
- Instructor-class debrief
- Reflective survey and (optional) course survey
The process starts with an instructor pre-consultation to discuss your course and the overall process. Then, during the structured class-polling visit we will give students the opportunity to reflect on what is helping their learning, what is impeding their learning, and what suggestions might improve their learning. Students will reflect on these questions individually, as a group, and as a whole class.
In the instructor post-consultation, we will debrief the results of the class-polling visit and help you use the information to make some informed instructional decisions. You will be provided with a written report that includes detailed qualitative and quantitative data, and any additional relevant resources. We will then discuss how to talk with your class about the feedback, which is a crucial part of the process. You are also encouraged to conduct an end-of-course survey of student learning gains related to the MAP process, which will be discussed in more detail if desired.
At the end of the semester, once the course is finished, we will send a follow-up survey and ask you to reflect on the overall impact of the MAP process.
Faculty often find the MAP feedback useful for writing self-reflections of teaching. Faculty may choose to share their reflections with departmental leadership, or they may choose to include them in a teaching portfolio for broader peer or departmental evaluations. We encourage you to check with your department regarding teaching reflection expectations.
Please note that conversations with Koehler Center staff are confidential. The Koehler Center will not share information generated during the MAP process with anyone but the requesting faculty member.
What are the benefits of a MAP?
- Provides quantitative and qualitative data about student perceptions of a course
- Allows for in-depth student feedback and gives insight to student thinking
- Captures divergent views through a voluntary and anonymous process
- Gives students the opportunity to reflect upon their learning and feel that their voices have been heard, which tends to improve learning behavior
- Leads to course adjustments that can improve SPOT evaluations
- Is intentionally structured and thoughtfully facilitated to be an overall positive experience
Who can request one?
Anyone teaching at TCU can request a MAP. This is a development opportunity the Koehler Center provides to the TCU teaching community. MAPs are facilitated by Koehler Center faculty developers. For larger departmental needs, the Koehler Center can also train faculty members to facilitate MAPs within departments; this strategy is most successful for departments wishing to conduct multiple MAPs within a given semester or academic year.
How do I request one?
Requests for MAPs must be submitted by the following dates.
- Fall 2019:
- Request form will open Thursday, August 1, 2019
- Request form will close Friday, September 20, 2019 (or when capacity is full)
- Spring 2020:
- Request form will open Thursday, November 7, 2019
- Request form will close Friday, February 7, 2020 (or when capacity is full)
When submitting your request, please note that MAPs are scheduled during the third through eighth week of the fall and spring terms and require a dedicated class period.
Because there are various course lengths and starting times for summer courses, please email firstname.lastname@example.org for information about scheduling a MAP during the summer months. Your request should be emailed at least 1 month prior to the date(s) you are proposing for the MAP class visit. Please include 3 possible MAP class visit dates and times in your request email.
To request a MAP, simply fill out the form below.
Black, B. “Using the SGID Method for a Variety of Purposes.” To Improve the Academy, 1998, 17, 245–262.
Clark, D., and Redmond, M. Small Group Instructional Diagnosis: Final Report, 1982. (ED 217 954)
Diamond, N. A. “S.G.I.D. (Small Group Instructional Diagnosis): Tapping Student Perceptions of Teaching.” In E. C. Wadsworth (ed.), A Handbook for New Practitioners. Stillwater, Okla.: New Forums Press/Professional and Organizational Development Network in Higher Education, 1988.