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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 teacher in a confidential manner.
Optional and confidential
Formative, not evaluative
Faculty helping each other
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 for 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.