SGIDSet Group ID
SGIDSmall Group Instructional Diagnosis
SGIDState Geographic Information Database
SGIDStryker Geointelligence Database
References in periodicals archive ?
At this paper's focal institution, the usual SGID format involves first dividing the class into small groups (depending on the size of the class, from 2-6 students per group) to discuss and record student comments on three broad questions:
The faculty member typically addresses major student concerns raised in the SGID, either by explaining any changes to be made or by clarifying why the class will not be revised.
The SGID process encourages honest student responses because an independent consultant, not the teacher, gathers and processes data from the questionnaire and interview, removing any information that connects individual students with specific comments.
The SGID can provide the safe space essential for students to feel respected and appreciated as participants in the process of transforming the course.
college and university teaching centers, and variations on the method have been explored extensively in faculty development literature (Black, 1998), faculty do not need to become SGID experts to benefit from this technique.
In the case of the course, Principles of Civic Engagement, organizing and interpreting the SGID data represented a critical juncture in the course transition process.
These SGID comments echoed what the teaching team learned informally from students as the course progressed.
While student comments rarely mentioned "reflection" by name, significant SGID student feedback focused on reflection activities.
After categorizing placement quality, diversity, community voice, and reflection-related comments, the instructional team found a large portion of the SGID feedback was still unclassified and not fully accounted for by "application," the remaining category in the Eyler and Giles (1999) scheme.
SGID feedback emphasized how course management-related challenges were becoming a significant distraction to students, both in the classroom and at their service sites.
The SGID feedback from this course seemed to indicate that students, too, consider course management a major barrier to effective service-learning.
A significant portion of the SGID student comments could be linked to "application" in the Eyler and Giles (1999) scheme, meaning the extent to which students were able to recognize the connections between their classroom and community experiences.