Directions for AER Facilitators

The focus group requires approximately 30 minutes, longer if the class is large. It usually takes place during the last part of the class, but it can be done at the beginning of class if the instructor is concerned that the students may leave. The instructor should discuss the process with the students before the focus group takes place, emphasizing that he/she wants their feedback. On the day of the focus group, the instructor should introduce the facilitator to the class before leaving.

The best time to conduct a focus group is between the sixth and twelfth weeks of the semester. It is advisable to wait until after the instructor has returned and debriefed a major exam or assignment.

Prior to the Focus Group Session:

1. The coordinator will ask if you are available for a given focus group and tell you the instructor’s name, where and when the class meets, and how many students are in the class. The coordinator may have the syllabus for you or may ask you to request a copy of the syllabus when you contact the instructor.
2. Call or email the instructor and introduce yourself.

• Ask the instructor to tell the class in advance that you'll be coming, what the process involves, and how results will be used. The instructor should emphasize that he/she requested this procedure and values their feedback.
• Make sure the instructor knows when to leave the class.
• Ask the instructor if he/she has any particular questions or concerns. Request syllabus if necessary.

3. Review the syllabus, place in folder
4. Pick up the focus group folder, which contains:

• Two overhead transparencies, each with one question on top (What are the strengths of this course? What suggestions do you have for improvement?)
• Additional blank transparencies
• Worksheets on which students will write their comments
• Classroom Observation Report form
• Post-Focus Group Conversation Report form
• The syllabus for the course

The Focus Group Session:

Observe the first half of class and fill out the Classroom Observation Report form. Count the number of students in the room before the instructor leaves.

After you're introduced, explain that you're from Assessment and Enrollment Research, the same office that does the end of semester teacher-course evaluations. Explain that at the instructor’s request, you’re here to conduct a different kind of evaluation. The purpose of this evaluation is to collect feedback specific to this class at a time when changes can still be made. Display the two focus questions by overlapping the overheads on the projector.

Describe the procedure to the students:

Students will form groups of 5-8 and discuss the questions written on the overheads. Each group will select a recorder/spokesperson who will take legible notes and report the group's conclusions. After the small group meetings, the class as a whole will reconvene to discuss their ideas.

Remind students that the instructor will not see the worksheets; you will write up a summary of their comments.

Assist in the formation of groups and hand out the worksheets. Give the groups about 4 minutes to discuss each question (tell them when to move on to the next one). Circulate around the room to be available to answer questions and check on progress. When several groups appear finished, ask if any group needs another minute.

Reconvene the whole class. Assure students that if they have forgotten something, another group will probably mention it. Separate the overheads and elicit responses to each question separately, taking one comment from each group until all comments have been recorded. If a student expresses an opposite opinion (as will frequently happen), take a straw vote by asking those who agree to raise their hands, then those who disagree. (Be sure to ask for both agreement and disagreement.). It's often instructive for students to notice that half the class has the opposite point of view.

After all have reported:

• Ask for reactions, disagreements, or amplifications on the listed suggestions
• Ask the class about any issues requested by instructor that have not already been brought up (most will have been).

Thank students and collect written notes from each group. Remind the students that you will write up their comments for the instructor, who appreciates their feedback.

Post Focus Group Procedures:

Use the following procedure to transcribe student comments from the overheads and group worksheets:

1. Copy the comments you recorded on the overheads for each question, using footnotes to provide details of the discussion and results of straw votes.
2. Review the worksheets. For each comment you've recorded from the overheads, indicate how many worksheets contain a variant of that comment.
3. Copy any comments that appear on the worksheets that were not brought up in class, indicating how many worksheets contain a variant of that comment.
4. Order the comments under each section from the most mentioned to the least mentioned.
5. In addition to using footnotes to append additional information that emerged during the discussion, you may copy some comments from the worksheets to give a "flavor" of what students actually wrote.

Write up a brief summary of the session based on the tally. This narrative is written as a memorandum to the professor. The first page should be printed on AER letterhead.

Use the template provided, filling in the numbers of students present, the number who left or didn't participate, and the number of discussion groups. Emphasize the main focuses of discussion, summarizing strengths first and then suggestions for improvement.

Send the instructor the memo and tally:

1. Send a copy of the report on AER letterhead to the instructor via campus mail.
2. Send another copy to the instructor as a fax or email attachment. (Call or e-mail the instructor and ask which he/she would prefer.) Let the instructor know that you are also sending a copy via campus mail.
3. If you receive no response, call the instructor’s department and inform the administrative assistant that you are sending some confidential material via fax. Ask that it immediately be put in an envelope, sealed, and placed in the instructor’s mailbox.

Meet with the instructor:

Meet with the instructor face-to-face to discuss the report, identify major themes and issues in the student data, and consider a response plan. Begin by asking the instructor for his/her reaction to the comments. Let the instructor lead this discussion. In your discussion, emphasize positive features, and then focus on no more than three areas needing improvement.

If the instructor does not mention aspects of the report that you consider important, it is appropriate for you to bring them up for discussion. Some instructors will find it difficult to pay attention to negative comments. Others might get so caught up in the suggestions for improvement that they overlook the strengths. Part of your job is to supply perspective. It may be appropriate to remind the instructor that students’ viewpoints are only one aspect of the value of a course, albeit an important one.

Because focus group feedback is specific and readily applicable, students often expect the process to result in immediate changes so a response plan needs to be developed. Encourage the instructor to discuss the suggestions with the class, providing explanations of why some changes cannot be made and pointing to suggestions that will be followed. Usually instructors find the focus group data informative and validating, and contributive to an improved class atmosphere.

In some cases, it may be appropriate to suggest videotaping or more comprehensive consultation as a next step. Free videotaping is available through the University Teaching Center, which also provides consultants for teaching improvement (621-7788).

After the meeting fill in the Post-Focus Group Conversation Report.