Midcourse Reviews (MCRs) are a widely used class diagnostic technique also known as Small Group Instructional Diagnosis (SGID). At its most basic, the MCR is a discussion between a CCTL staff member and students about what aspects of a course currently enhance student learning and what practices or adjustments might further promote learning during the remainder of the term. This information is shared and discussed with the instructor.
Unlike the traditional end-of-class student evaluation, the MCR takes place when there is still time for changes to be made to the current offering of the course. This is useful to the instructor looking to make the course as effective as possible for current students. It can help to avoid surprises at the end of the class, either in evaluations or in assessments. Students may be encouraged to provide concrete and useful feedback with the knowledge that it will be applied to their own class. The trained discussion facilitator can help move the conversation beyond initial or surface reactions (e.g., students complain that readings are boring) to more fundamental issues these reactions are pointing toward (perhaps students are finding difficulty connecting readings to class objectives).
Hurney et al (2022) describe the Midcourse Review as a series of conversations: among students, between students and MCR facilitator, between facilitator and instructor, and between instructor and students. This last conversation showcases another advantage of the MCR: students appreciate knowing they are being listened to. Even if a specific suggestion might not be adopted, the opportunity to have a conversation about their concerns can be clarifying and motivating. Fundamentally, MCRs are a tool for communication between students and instructors, and a valuable way of understanding and addressing both teaching goals and learning needs.
References
Hurney, Carol A., Christine M. Rener, Jordan D. Troisi, and Mary Deane Sorcinelli. Midcourse Correction for the College Classroom: Putting Small Group Instructional Diagnosis to Work. First edition. Sterling, Virginia: Stylus, 2022.