IDEA Training For Faculty


Part 1:
Completing the Faculty Information Form

The Training Video

The Faculty Information Form is the form that faculty must complete during the window of time given to do so.  The form will be completed online.  The most important part of the form is completing items 1-12, which requires the faculty member to classify each of the 12 learning objectives as essential for students to learn, important for students to learn, or of minor or no importance.   The most important score for IDEA is based on the match between those learning objectives that the faculty member indicates is important or essential to the course and the rating the students give to those objectives on the amount of progress they have made.  Faculty are encouraged to respond to the Contextual Questions; however, responses to these items are not reported.  They are used for research purposes only by IDEA.   

The information about the course will be already on your FIF.  The Discipline Code for you course can be found here

Student Survey Form is the form that the students complete.  Items 1-20 require students to rate the frequency of use of 20 different teaching methods.  Items 21-32 are the same 12 learning objectives whose importance to student learning is rated by faculty on the Faculty Information Form. Items 33-35 compare the course with others on amount of reading, amount of work in non-reading assignments, and difficulty of subject matter.  Items 36-42 rate student attitudes and behaviors in the course.  Items 43-47 are student judgments on different parts of the course.

Diagnostic Form Report is an example of the report that faculty receive reporting the results of the student ratings in a course.  The Interpretive Guide for the Diagnostic Form Report provides information to assist faculty understanding their Diagnostic Form Reports.

Some Thoughts on Selecting IDEA Objectives is a guide for faculty in their selection of important and essential objectives as they complete their Faculty Information Form.

Adding Questions Tutorial describes how to add additional questions a faculty member wants to include in the Student Survey Form

Best Practices for Facilitating IDEA Online Response Rates lists steps a faculty member should do to increase the student response rate for online IDEA administration.

Directions for Faculty: Online Administration of IDEA Student Ratings of Instruction describe the steps to prepare your course for students to complete their surveys.


Instructions for Making Your Blackboard Course Available

At Emporia State University, you have a Blackboard version of your course.  Whether you use your Blackboard version or not, you need to make your course available so that the course along with your course information and student names and email addresses can be imported into IDEA for eventually rating the course’s teaching effectiveness. 

To make your Blackboard course available, do the following steps:

  1. Log in to Blackboard (  

  2. Click on your course.

  3. On the left side of the screen, under the Control Panel menu, click on Customization.

  4. Click on Properties.

  5. For 3. Set Availability, change the setting for Make Course Available from No to Yes.

  6. Click Submit at the bottom of the page.

  7. Repeat the steps for each of your courses to be rated with IDEA that semester.  

To see a video presentation of these steps, go to:

Instructions for Your Students to Complete Their Surveys

Students have two ways to complete their survey.  They can click on the link in the email they receive from IDEA OR they can access the form through Blackboard. In Blackboard, students go to the “Tools” link and then find the “IDEA Online Survey” link and click on it. The link to their survey will be within the resulting screen once the survey has been deployed (i.e., the window of time for students to complete their survey has begun).   The first time the student enters the Blackboard course after the surveys have been deployed, they will see a pop-up dialog box that says  “there is an end of course survey available for this course – do you want to complete it now? (yes) (no).”  They will see this dialog box just once.

Using the Blackboard option is more convenient if, for example, faculty take their students to the computer lab to complete their survey.

Part 2:
Understanding the Diagnostic Form Report and Using It to Improve Teaching

Diagnostic Form Report is an example of the report that faculty receive reporting the results of the student ratings in a course.  The Interpretive Guide for the Diagnostic Form Report provides information to assist faculty understanding their Diagnostic Form Reports.

Relationship of Teaching Methods to Learning Objectives shows the correspondence among the 20 teaching methods, assessed by your students as how frequently you used them during the course, and each of the 12 learning objectives as a function of class size.  For the learning objectives you select as important and essential, you now have research-based options for teaching methods that best relate to those learning objectives. 

Understanding Adjusted Scores

The Kansas Board of Regents requires that student ratings of teaching be adjusted to compensate for sources of bias.  IDEA adjusts for student motivation, student work habits, size of class, course difficulty, and student effort.  This IDEA video explains how to understand adjusted scores. 

Part 3:
IDEA Committee Recommendations

The Teachers College at Emporia State University recently switched from the TEVAL to the IDEA system for the evaluation of teaching effectiveness. The TC Dean formed a committee to study the new system and identify best practices so that TTC faculty and administration can use this system correctly and with maximal effectiveness.

What follows are the recommendations from the committee. IDEA Committee Recommendations (10/14/13)