Introduction to the Program
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.
Description of the Mid-Semeter GIFT Program
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 30-45 minutes of class time wherein the CTLi staff consultant guides a three-step feedback process:
- Students are asked to respond individually to three questions:
- What helps your learning in this course?
- What hinders your learning in this course?
- What suggestions do you have to improve your learning in this course?
- Small groups of students share their answers verbally and then in writing.
- The CTLI staff consultant then facilitates a whole class discussion, seeking clarification and consensus.
After the GIFT, the consultant meets with the instructor to discuss the feedback and also shares a short written report that includes dominant themes from the consultation, the comprehensive set of student feedback, consultant observations, and consultant recommendations. The report is a confidential document intended for the instructor’s use only. The CTLI recommends being prepared to comment on the results to the students in the first or second class period after receiving the report, and then implement desired changes as soon as possible.
In the final two weeks of the semester, 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. They will also be invited to provide their students with an opportunity to give feedback on the program.
A GIFT is best utilized by new faculty as well as faculty exploring a specific innovation or innovative approach to their teaching. The GIFT is confidential and unrelated to formal evaluation of faculty (and it is not a substitute for peer or Dean observations).
The CTLI piloted the GIFT program in Spring 2026 with three faculty. 100% of the faculty participants found the program useful or extremely useful, with all making moderate or minor changes to their course. 89% of student participants reported noticeable improvements to the class as a result of the program, and 76% of students believe that these changes had a positive impact on their learning.
Faculty qualitative feedback about the program:
- The GIFT program is a wonderful opportunity to get real-time feedback of what is working and what students feel is not working in the classroom. To build a culture of continuous improvement these are the types of programs we need. I would do this again in every course I teach. We all have areas of improvement that don’t necessarily feel obvious to us and so to have a report with suggested improvements available mid-semester is a wonderful opportunity. It allows for time to shift to address student feedback rather than waiting for the course evaluations. I think it is a wonderful display of high-quality customer service.
- The GIFT program gave me the opportunity to pause and reflect on what aspects of the course were meeting the needs of my students, and if there were any gaps between my intentions and their learning that could be addressed before it was too late in the semester to do so.
- The GIFT experience has provided me with space to pause and reflect on how I can improve my andragogical approaches in the graduate program.
Student qualitative feedback about the program:
- The mid-semester feedback program can help a teacher better connect to and teach the class.
- It gives teachers an opportunity to get actual feedback from their students. Otherwise, students could leave the class feeling as though they missed out on a lot or didn’t enjoy it. With mid-semester feedback, the professor can alter how they go about instructing the class and try to better meet students’ wants/needs.
- It’s incredibly beneficial to have a meeting halfway through the class, so you are able to change things in real time and get mandatory feedback from your students. Meetings like this make students feel heard and let teachers constantly improve.
- It lets us students give a tiny push in the right direction and show what is most effective for our learning per class.
Express Your Interest in Participating
We are now collecting information about who is interested in participating in the fall semester. Class visits will take place in late October.