University of Saskatchewan Survey

11/5/13 Bayview Alliance Survey (version 1)- 0%

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Introduction: Preamble (to be completed)

1. Please rate the following statements related to undergraduate teaching by their level ofimportance to being an effective teacher of undergraduate students:

Understanding how students learn a particular subject

Not at all important Very important

Promoting interest in the subject matter


Understanding what motivates students to learn the course material


Conveying enthusiasm for the subject


Providing relevant, real life examples of the concept you are teaching


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General attitudes towards teaching

2. The following are some statements about your attitudes, beliefs and approaches towards undergraduate teaching.Please rate your level of agreement with each of the statements based on your own attitudes and opinions.

Don't knowStronglyDisagree

Disagree Neutral Agree Strongly Agree

To teach effectively requires knowing howstudents learn a subject and not justknowing the subject

Learning is a social activity

Learning can be facilitated through the useof social interaction among students

It is important for instructors to explicitlyaddress any preconceptions of students(cultural biases, past learning experiences,etc.) in their learning

An instructor is responsible for engagingstudents in a subject

An instructor is responsible for motivatingstudents

Interactive learning techniques are veryhelpful in teaching effectively

Traditional lecturing is a very effectiveteaching method

I regularly involve students in the learningprocess

I encourage interaction/interactive learning

during my class time

I regularly review and change, as needed,my teaching techniques to match the needsof the students

My student's success is my success

Even without more resources, I believe it ispossible to improve the effectiveness of myteaching

An instructor is responsible for preparingstudents for their future career

Problem-based learning is a very effectiveway to teach a student




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An instructor has been successful ifstudents retain the important concepts ofthe class for the long-term

An instructor is responsible for providingstudents with useful feedback

I regularly interact with my students outsideof the class/lecture


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Lecture Lab / Studio Tutorial Seminar/reading group Field-based (field work) Discussion Group

Scheduled drop-in sessions or group collaboration sessions Hybrid (i.e. partly on-line, partly face-to-face) Fully on-line Real-time assessments (such as, clickers, two-minute memos) Other format (please specify) or additional information regarding your

selection

Goals or learning objectives articulated to students Readings from texts written for college students and college courses Articles or chapters from scholarly literature Readings from popular press or journalist accounts Lecture notes

Worked examples or other sample assignments/papers/exams given asmodels

Animations or simulations; film, video, or audio materials; websites orinternet sources

Student wikis, discussion boards, blogs, or journals with little or nocontribution from you

Student wikis, discussion boards, blogs, or journals WITH significantcontribution from you or your TA

Other supporting materials (please specify) or additional information

regarding your selection

For the next set of questions, consider one undergraduate course you have been teaching this

term or have recently taught.

We would prefer you to pick the largest undergraduate course. If you did not teach an undergraduate course in the past year, consider a graduate courseyou taught.

3. Course Name and Number:

4. Estimated number of students enrolled in the course:

5. The format of your course included (check all that occurred in a typical week):

6. Supporting materials and sources provided for students: (Check all that occurred in a typical week)





7. Instructional Methods

Think about a recent typical week in your course, please drag the marker to indicate the approximate percentage of class-time spent on the

following:

Lecture

0% 100%

Ask for and respond to student questions, whole class discussion, or small group discussion

0% 100%

Informational video or demonstrations to illustrate concepts related to lecture or reading materials

0% 100%

Video, demonstrations, or simulations to prompt discussion or analysis

0% 100%

Problem solving activities or hands-on work (e.g. lab experiments, practice, studio time, field work, etc.)

0% 100%

Writing

0% 100%

Students reading each other's work and providing evaluative feedback

0% 100%

Student presentations

0% 100%

Assessment (e.g. test or quiz)

0% 100%

Peer-Led Team Learning (including peer-supported supplental instruction or peer-coordinated study groups)



Students read material and complete assignments that are reviewed byyou shortly before class or at beginning

Short writing after a class session (students answering questions,reflecting on lecture and/or lecturing, etc.)

Students reading each other's work and providing evaluative feedback On-line feedback from students and/or questions about class Problem solving activities or hands-on work (e.g. laboratory experiments,

field work, etc.) Student-designed experiment, project, etc.

Problem sets/homework that contributed to course grade Suggested problem sets/homework that did NOT contribute to course

grade Research paper or project Worked collaboratively on group assignment Worked collaboratively on an assignment with individual student

products Other learning activities or assignments (please explain)

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0% 100%

Other (e.g. guest speaker, role-playing, etc.)

0% 100%

8. Additional In-class Activities (Check all that occurred in a typical week):

Illustration (use of real-world examples) Case study (more extended version of illustration) Discussion about why material is useful and/or interesting from students' perspective Short writing at end of class period (students answering questions, reflecting on lecture and/or learning, etc.) Collected responses from all students with or without technology (e.g. raising hands, clickers)

Other in-class activities (please specify)

9. Please check all learning activities and assignments that occurred outside of class-time in a typical week:

10. Feedback to students; including grading policies (Check all that occurred in a typical week)

Students saw assignments with feedback before grading or with opportunity to redo to improve mark Students saw marked assignments or exams Students saw answer key or rubric for scoring open-ended answers Students explicitly encouraged to meet individually with you

Other feedback to students (please explain)

11. Other (Check all that occurred either in-class or outside of class-time, in a typical week):

Assessment given at beginning of class to assess background knowledge Pre-Post assessment instrument (i.e. knowledge measure before and after class) Opportunities for students' self-evaluation of learning Students provided with opportunities to have some control over their learning, such as choice of topics for course, paper, projects, assessment

methods, etc. Instructor-TA meetings to get feedback on student learning and provide guidance for instruction


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General Assessment of Teaching at your Institution

We would now like you to think of your general perception and opinion of the undergraduate teaching environment at your institution.

12. Overall, how would you rate the quality of the undergraduate program(s) you are most involved with as compared to

other comparable universities

Much worse

Somewhat worse

The same

Somewhat better

Much better

Don't know

13. Which of the following most closely reflects your perceptions of the administration of your University?

My University puts much more importance on research than teaching

My University puts a little more importance on research than teaching

My University puts about the same amount of importance on teaching and research

My University puts a little more importance on teaching than research

My University puts much more importance on teaching than research

Don't Know

14. Which of the following most closely reflects your perceptions of the administration of your Academic Unit (College,

faculty or department)?

My Academic Unit puts much more importance on research than teaching

My Academic Unit puts a little more importance on research than teaching

My Academic Unit puts about the same amount of importance on teaching and research

My Academic Unit puts a little more importance on teaching than research

My Academic Unit puts much more importance on teaching than research

I am not a member of an Academic Unit

Don't Know

15. Which of the following most closely reflects your personal view about your role at your institution?

I put much more importance on research than teaching

I put a little more importance on research than teaching

I put about the same amount of importance on teaching and research

I put a little more importance on teaching than research

I put much more importance on teaching than research

None of the above

Don't Know




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16. Please tell us about any factors that you feel may be helping your own personal success in teaching effectively

17. Please tell us about any factors that you feel may be inhibiting your own personal success in teaching effectively


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18. What is your gender?

Male

Female

19. Which campus academic unit do you consider to be your home department?

20. What is your primary disciplinary affiliation, if it is different from your affiliation to your home academic unit?

21. What is your current position on campus? (Please select from the list below)

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Tenure track Assistant Professor

Tenure track Associate Professor

Tenure track Full Professor

Teaching stream Assistant Professor

Teaching stream Associate Professor

Teaching stream Full Professor

Non-tenure Lecturer/Instructor

Sessional/Contract/Adjunct

Graduate Student

Other

22. How many years have you been teaching at the University level?

23. In the past year, approximately what percentage of the courses you taught were at the undergraduate level?

0% 100%

Approximately, what percentage were at the graduate level?

0% 100%



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University of Saskatchewan Survey