A+Good+IDEA+Connecting+Course+Evaluations+to+Instruction

The IDEA course evaluation tool provides timely feedback to faculty on students' impressions of their course and the faculty members' teaching methods. The IDEA is distributed online and can contribute to a faculty member's overall reflection on their approach to instruction and their students' perceptions about their own learning.

The seminal workshop to help explain the IDEA evaluation tool and process is **A Good IDEA: Connecting Course Evaluations to Instruction**.

IDEA course evaluations should connect to instruction and IDEA feedback is an opportunity to take action to refine or strengthen your course. We will examine each element of the IDEA evaluation form; see how scores are determined, and learn strategies to apply what you learn from your IDEA.
 * Description:**


 * Duration:** 2 hours


 * Track: Classroom Assessment Techniques **

** Strategies to Use Today **
 * **Resources** || **Purpose** || **Links/Files** ||
 * Workshop PowerPoint || File used for Instructor-led Workshop || [[file:HCCUnderstanding Your IDEAS-distribute.pptx]] ||
 * Sample Diagnostic IDEA Form || Link to long form version of the IDEA || http://ideaedu.org/wp-content/uploads/2015/12/Sample-SRI_diagnostic-2016.pdf ||
 * Sample Teaching Essentials Form || Link to short form version of the IDEA || http://ideaedu.org/wp-content/uploads/2015/12/Sample-SRI_teaching-essentials.pdf ||
 * Sample Learning Objective Form || Link to Learning Objectives Selection Form || http://ideaedu.org/wp-content/uploads/2016/01/Sample-SRI_objectives-selection.pdf ||
 * Faculty Access to IDEA Data || Link to view faculty member's data; HCC login required || [] ||

Add your important and essential objectives to your syllabus to inform students and help them recognize the language when they see it on the IDEA survey.

Example:


 * Group Research Project || IDEA Objective ||
 * Working in teams of 3 or 4, students will examine various contributors to the economic collapse in the 1920s. || Formed teams or groups to facilitate learning ||
 * Students will develop a series of posters or videos that include media from that time period as well as comparable images from today. || Related course material to real life situations ||
 * Students will create a day-in-the-life profile of a fictional 1920s US citizen including employment, family life, housing, political ideology and other characteristics. || Gave projects, tests, or assignments that required original or creative thinking ||

Distribute 3x5 index cards or use a Google Form to collect anonymous feedback from students halfway through the semester (or more frequently). The goal of the feedback is to gain a better understanding of your students' perspectives on the teaching approaches/resources and other characteristics of the course. Then, take action on any feedback that you can and let the students know that you did.