The Mid-Semester Group Instructional Feedback Technique, or GIFT, is an evidence-based practice that provides instructors with actionable feedback to improve the quality of a course (see References). A GIFT is intentionally conducted mid-semester to allow time for adjustments that will improve student learning. To conduct a GIFT, a member of the CTLI staff visits a class, interviews students, and reports back to the instructor. Sometimes referred to as a Small Group Instructional Diagnosis, this process provides timely formative feedback to the instructor and engages students in reflection on their own learning.
This CTLI service begins with a discovery conversation with an instructor, which helps the CTLI consultant identify the focus of the GIFT.
Conducted during the middle portion of the semester, the GIFT takes 30 minutes of class time wherein a consultant guides a three-step feedback process:
- Students are asked to respond individually to two questions:
- What are the major strengths of this course? What is helping you learn?
- What changes would you make in this course to assist you in learning?
- Small groups of students share their answers verbally and then in writing.
- The CTLI staff consultant then facilitates a class discussion, seeking clarification and consensus.
After the GIFT, the consultant meets with the instructor to discuss the feedback and will also share a short written report along with salient evidence-based resources.
Approximately two weeks after an instructor has completed the GIFT process, they will receive an email from the CTLI inviting them to share a reflection on their experience of the GIFT, including any changes they made or intend to make as a result of the feedback.
A GIFT is best utilized by new faculty and faculty exploring a specific innovation or innovative approach to their teaching. The GIFT is not a substitute for peer or Dean observations.
The CTLI is piloting the GIFT program in Spring 2026 with a small number of faculty teaching in-person. We plan to open up opportunities for more faculty teaching in more modalities in the coming semesters.