Midterm Instructional Diagnosis
Since 1979, Midterm Instructional Diagnosis (MID) has been a part of the University of Dayton. MID is a voluntary midterm evaluation process. With the teacher out of the room, a faculty facilitator interviews students for 15-20 minutes to solicit feedback on how well the class is promoting learning and suggestions on how to improve instruction. The facilitator shares the results with the teach in a confidential manner.
- Optional and confidential
- Formative, not evaluative
- Faculty helping each other
- Involves students
What Faculty Say
Over the years, faculty report improved learning, creative suggestions for change, and higher end-of-semester evaluation scores by using the MID
- Improved student learning
- Creative suggestions for change
- Higher end-of-semester evaluation scores
What Students Say
Students praise the MID process because it communicates faculty interest in their learning and helps improve teaching.
- Faculty member turns over the class to the facilitator and leaves the classroom fro 15-20 minutes.
- Facilitator quickly explains MID to the class.
- Students are broken into groups of four or five and given prompts for feedback
- Students are asked to address the following three questions:
What is helping you learn in this course?
What is hindering your learning in this course?
What suggestions do you have to improve the learning in this class?
- After seven to ten minutes, students are brought back together as a group to share their feedback and suggestions.
- Approximately the sixth to tenth week of the semester.
- A booklet describing the process in more detail will be sent to you.
- Facilitator contacts faculty member to discuss particulars and schedule MID.
- Facilitator carries out MID usually at the end or beginning of class.
- Facilitator reviews MID results with faculty member.
For more information you can contact Faculty Development at email@example.com.