Instructor and Course Evaluation System Center for Teaching Excellence - PDF document

n in and Learningniversity of Illinois at Urbana-Champaign ICES ITEM CATALOG The Instructor and Course Evaluation System (ICES) is a computer-based system for obtaining student ratings of instructors and courses. With this system you select items or complete rating forms which you consider to be the most appropriate for evaluating your course. This catalog contains over 600 items and 4 complete forms for your use. GENERAL OPERATION OF ICES Each ICES questionnaire contains space for 25 items. The first two items are preprinted on each questionnaire. They are: 1.Rate the Instructor’s OverallExceptionally High – Exceptionally Low Teaching Effectiveness 2.Rate the Overall Quality ofExceptionally High – Exceptionally Low this Course These global items were selected to permit comparisons of ratings from nearly all teac23 item spaces may be filled according to one of the three options described below. The two Global items above and all other items contain 5 response positions. Option 1: Departmental Core Plus Instructor Selected Items department has the option to designate a set of items (not necessarily contained in the catalog) to use as its departmental core. Once a core has been established, all instructors in that department will automatically have the department core items included as part of the 23 items printed by the computer on the ICES questionnaire. The number of items contained in a given core thus limits the number of instructor selected items that may be chosen. The total number of core plus instructor selected may not exceed 23. Option 2: Instructor Selected Items Only (No Departmental Core) If your department does not have a core set of items, you have the option of choosing up to 23 items from the catalog. Since you must request ICES questionnaires for class section, you can select a different set of items for each section to be evaluated. n 3: Complete Form our department does not have a set of core items and you do not wish to use the catalog of Instructor Selected Items, you may select one of the available complete forms. Complete forms are ready-made questionnaires that either have been used at UIUC or were designed for a special purpose. Short descriptions of each form are given on page 27 of this catalog. If you choose this option, you cannot also use Instructor Selected Items. © 2001, University of Illinois HOW TO USE ICES You will need a copy of this ICES Catalog and, for every class section to be evaluated, a machine-scannable Faculty Request Form. Additional Faculty Request Forms are available in your departmental office. Remember: separate Faculty Request Form should be completed for each class section. Steps to follow in Completing a Faculty Request Form 1. Complete Boxes 1-11 on Side 1 as indicated. In the me-scannable areas, fill in the requested letters or numbers and darken the appropriate circle beneath each letter or number. In other areas, supply the information requested. Please use pencil only. 2. Since norms are partially based on instructor rank, make sure Box 6 is completed. 3. Box 7, Release Information, includes three separate designations a. “Incomplete List of Teachers…” allows your name and course to be published if results qualify – Mark “Yes” for release, no signature required. b. “University Student Publication” allows an additional set of items to be printed on your questionnaire forms and for results to be printed in their publication – Mark “Yes” for release, no signature required. Check your general mailing for the exact number of items added. c. “Department Head…” allows one copy of your results to be sent to a departmental representative – Mark “Yes” for release designate the person and his/her address and sign your name. 4. On Side 2, determine the appropriate option from the previous page that applies to each request form. a. Option 1 (Department Core Plus Instructor-Selected Items) Use the catalog to select the items you wish to use (see next section for some suggestions) and record the item numbers on a separate sheet of paper. This separate sheet will allow you to keep a record of the items you requested for each class. Note that the number of items selected, including those in your departmental core, may not exceed 23. Mark the item numbers on Side 2 of the Faculty Request Form by darkening the circle under each catalog item number. Option 2 (Instructor-Selected Items Only) Use the catalog to select the items you wish to use (see next section for some suggestions) and record the item numbers on a separate sheet of paper. This separate sheet will allow you to keep a record of the items you requested for each class. Mark the item numbers on Side 2 of the Faculty Request Form by darkening the circle under each catalog item number Option 3 (Complete Form) Select the form you wish to use from the summaries contained on page 27. Then darken the circle next to form number in the “Complete Forms” section on Side 2 of the Faculty Request Form. 5. Return your completed Faculty Request Forms to ICES, 247 Armory Bldg., MC-528 and keep this catalog for future reference The items in the catalog are initially classified by item content. Roman numeral sections I-IV in the table of contents contain items appropriate for most typical classes. Section V is to be used at the beginning of the semester. Section VI items can be used in Specific Instructional settings. Sections I-V are further divided into “General” or “Specific” items. General items indicate a given area of instruction as a strength or weakness and Specific items provide diagnostic information. The distinction between General and Specific items is primarily a judgmental decision. In using “Instructor Selected Items” for the first time, you may want to select one or two General items from each of several content areas of special interest to you. As space permits, one or two Specific items from the selected content areas might be added. As you gain experience with ICES, you may wish to explore a given instructional area in more depth by including more Specific items. More information on choosing items and using ICES may be found in ICES Newsletter No. 3. Please call the ICES staff at 333-3490 for any assistance. OR SELECTED ITEMS PAGE I. Course Management ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Course Organization/Structure ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 4 B. Instructional Assignments and Materials ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 5 Readings ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 5 . Writing ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 6 Homework ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 6 Audio Visual ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 7 C. Grading and Exams ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 7 Workload ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 8 . Work Requirements ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 8 Difficulty ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 8 Student Outcomes of Instruction ֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Cognitive ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 9 Affective ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ10 C. Participation and Effort ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Instructor Characteristics and Style ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Communication Skills ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Enthusiastic/Dynamic ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Knowledgeable ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Clarity of Presentation ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 14 . Personality ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Stimulation of Thinking ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ C. Warmth and Concern for Students ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Instructional Environment ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ17 Social Climate ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Instructor-Student Interaction ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 17 Student-Student Interaction ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Active Learning ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Physical Setting ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Student Preferences for Instruction/Learning Style ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ ecific Instructional Settings ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Laboratory ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 21 . Studio Art ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Organizational Structure ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Course Demands ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Examples/Demonstrations ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Explanations/Presentations ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Criticisms ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Student-Instructor Relations ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 23 Instructor Characteristics ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Outcomes ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Facilities ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ . Technology Utilization ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Team Teaching ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Clinical ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 25 Field Trips ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ Cheating ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ FORM DESCRIPTIVE SUMMARIES ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 27 AS ֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵֵ 3 A. Course Organization/Structure THE COURSE OBJECTIVES WERE:VERY CLEAR5-4-3-2-1VERY UNCLEAR E INSTRUCTOR STATED CLEARLY WHAT WAS ALMOST ALWAYS5-4-3-2-1ALMOST NEVEREXPECTED OF STUDENTS.THE COURSE WAS:ORGANIZED5-4-3-2-1 DISORGANIZED WEEN ANNOUNCED 5-4-3-2-1 NO AGREEMENTCOURSE OBJECTIVES AND WHAT WAS TAUGHT?AGREEMENT AS THE PROGRESSION OF THE COURSE LOGICAL AND YES, ALWAYS5-4-3-2-1 NO, SELDOMCOHERENT FROM BEGINNING TO END? D THIS COURSE DUPLICATE OTHER COURSES IN THISCONSIDERABLY1-2-3-4-5NOT AT ALL D THE INSTRUCTOR PRESENTOPICS IN A LOGICAL YES, ALMOST5-4-3-2-1NO, ALMOST ALWAYS DID THE INSTRUCTOR FOLLOW A COURSE OUTLINE?YES, VERY MUCH5-4-3-2-1NO, NOT AT ALL W WELL DID THE INSTRUCTOR COORDINATE VERY WELL5-4-3-2-1RATHER POORLYDIFFERENT ACTIVITIES OF THIS COURSE? COURSE WAS CREATIVELY PLANNED.GLY 5-4-3-2-1STRONGLY AGREE HAT WAS YOUR OPINION ABOUT THE OBJECTIVES WELL CHOSEN5-4-3-2-1POORLY CHOSENFOR THIS COURSE? AS DISAPPOINED WITH THE TOPICS EMPHASIZED GLY 1-2-3-4-5STRONGLY IN THIS COURSE.AGREE AS CLASS TIME SPENT ON UNIMPORTANT AND YES, OFTEN1-2-3-4-5NO, NEVERIRRELEVANT MATERIAL? E INSTRUCTOR NEEDS TO SCHEDULE CLASS TIME GLY 1-2-3-4-5STRONGLY AGREE W WELL DID THE READING, LECTURES, AND 5-4-3-2-1DISCUSSIONS COVER ANNOUNCED OBJECTIVES?COVERAGE COVERAGE E COURSE STRUCK A GOOD BALANCE AMONG TO A GREAT 5-4-3-2-1NOT AT ALLREADING, DISCUSSION AND WRITING. D THE INSTRUCTOR EXPLAIN SEQUENCE OF TOPICS KEPT ON 5-4-3-2-1AND THEN KEEP THE COURSE ON TRACK?THE TRACK AIMLESSLYTHE SCOPE OF THIS COURSE WAS:TOO BROAD1-3-5-3-1 TOO NARROWTHE COURSE CONTENT WAS:TOO ADVANCED1-3-5-3-1TOO ELEMENTARY COURSE CONTENT WAS:TOO 1-3-5-3-1TOO APPLIED THEORETICAL D THE INSTRUCTOR PRESENT MATERIAL THAT WAS YES, OFTEN5-4-3-2-1NO, SELDOMNOT COVERED IN OUTSIDE READINGS? D LECTURS REPEAT MATERIAL COVERED BY THE YES, BUT TOO 1-3-5-3-1 NO, TOO READINGS?OFTEN SELDOM ELATIVE TO DISCUSSION TIME, THE AMOUNT OF TOO MUCH1-3-5-3-1TOO LITTLE23 RLECTURING WAS: OULD MORE/LESS TIME BE PROVIDED TO REVIEW MUCH MORE 1-3-5-3-1AND SYNTHESIZE COURSE MATERIAL? E INSTRUCTOR CHANGD APPROACHES WHEN THE GLY 5-4-3-2-1STRONGLY OCCASION DEMANDED IT.AGREE EDED MORE DIRECTION.GLY 1-2-3-4-5STRONGLY AGREE E INSTRUCTOR DESCRIBED GINNING OF ALMOST ALWAYS5-4-3-2-1ALMOST NEVERCLASS WHAT WAS PLANNED.THE DISCUSSION TOPICS WERE:WELL CHOSEN5-4-3-2-1POORLY CHOSEN ID INSTRUCTOR OUTLINE THE PURPOSES AND YES, ALWAYS5-4-3-2-1NO, NEVERCONTENT OF CLASSROOM DISCUSSIONS? E INSTRUCTOR DEFINED THE OBJECTIVES OF ALMOST ALWAYS5-4-3-2-1ALMOST NEVER E INSTRUCTOR DEFINED THE CONTENT OF ALMOST ALWAYS5-4-3-2-1ALMOST NEVER LASS DISCSSION SEEMED TO LACK DIRECTION AND ALMOST ALWAYS1-2-3-4-5ALMOST NEVERPURPOSE. W MUCH TIME WAS ALLOTTED TO CLASSROOM TOO MUCH1-3-5-3-1TOO LITTLEQUESTIONING AND DISCUSSION? E REAL STENGTH OF THIS COURSE WAS CLASS ONGLY 5-4-3-2-1STRONGLY AGREE TOO LONG FOR THIS COURSE TO GET GOING.IT TOOKGLY 1-2-3-4-5STRONGLY AGREE E INSTRUCTOR USED STUDNTRIBUTIONS IN ALMOST ALWAYS5-4-3-2-1ALMOST NEVERDEVELOPING SUBSEQUENT CLASS SESSIONS. B. Instructional Assignments and Materials RATE THE TEXT(S) USED IN THIS COURSE.5-4-3-2-1POOR W WOULD YOU RATE INSTRUCTIONAL MATERIALS 5-4-3-2-1POORUSED IN THIS COURSE? E INSTRUCTOR GAVE ASSIGNMENTS THAT WERE ALMOST ALWAYS5-4-3-2-1ALMOST NEVERUSEFUL FOR LEARNING SUBJECT MATTER. E INSTRUCTOR PROVIDED PRACTICE FOR ALMOST ALWAYS5-4-3-2-1ALMOST NEVERSTUDENTS TO MASTER COURSE MATERIAL. 1. Readings E READINGS WELL SELECTED?YES, A5-4-3-2-1NO, ALL VERY GOOD POOR CRIBE THE READING ASSIGNMENTS.INTERESTING5-4-3-2-1BORING, STIMULATING UNEXCITING D READINGS REQIRE A REASONABLE AMOUNT OF 1-3-5-3-1NO, TOO SIMPLETIME AND EFFORT?DEMANDING E AMOUNT OF READING HOMEWORK ASSIGNED BY 1-3-5-3-1NOT ENOUGHTHE INSTRUCTOR WAS: 54 THEY 1-3-5-3-1EXTREMELY DIFFICULT EASY READINGS WERE:WERE READING ASSIGNMENTS RELEVANT TO CLASS YES, ALWAYS5-4-3-2-1NO, ALMOST PRESENTATIONS? PROPRIATE READING ASSINMENTS WERE GIVEN ALMOST ALWAYS5-4-3-2-1ALMOST NEVERFOR EACH SECTION OF THE COURSE. D SUPPLEMENTARY TEXT(S) HELP YO EXPAND TO A GREAT 5-4-3-2-1NOT AT ALLYOUR KNOWLEDGE OF THE MATERIAL? W DIFFICULT WAS IT TO GET ACCESS TO TE VERY EASY5-4-3-2-1VERY DIFFICULTREFERENCE MATERIALS FOR THIS COURSE? EQUATE TIME WAS PROVIDED FOR COMPLETING ALWAYS5-4-3-2-1SELDOMASSIGNMENTS. D YOUR INSTRUCTOR RELATE EXERCISES TO ALMOST ALWAYS5-4-3-2-1ALMOST NEVERINFORMATION GAINED ELSEWHERE? ERE THE WRITTEN ASSIGNMENTS (PAPERS YES, QUITE 5-4-3-2-1NO, POORLYPROBLEM SETS, ETC.) CAREFULLY CHOSEN?CAREFULLY CRIBE YOUR WRITTEN ASSIGNMENTS.INTERESTING5-4-3-2-1 STIMULATING UNINSPIRING ERE DIRECTIONS FOR WRITTEN ASSIGNMENTS YES, ALWAYS5-4-3-2-1NO, NEVERCLEAR AND SPECIFIC? MPLETING WRITTEN ASSIGNMENTS WAS A GOOD GLY 5-4-3-2-1STRONGLY USE OF MY TIME AND EFFORT.AGREE DISAGREE HAT WAS THE TIME AND EFFORT REQUIRED FOR TOO LONG1-3-5-3-1TOO SHORTWRITTEN ASSIGNMENTS? AS GIVEN SUFFICIENT CREATIVE FREEDOM IN QUITE 5-4-3-2-1NOT ENOUGHWRITING PAPERS AND REPORTS.SUFFICIENT E INSTRUCTOR PERMITTED ENOUGH FREEDOM IN SUFFICIENT 5-4-3-2-1TOO STRICTCHOOSING TOPICS FOR PAPERS.FREEDOM 5-4-3-2-1NO, VERY PRESENTATIONS? ERE WRITTEN ASSIGNMENTS RELEVANT TO CLASS YES, QUITEWERE WRITTEN ASSIGNMENTS GRADED FAIRLY?YES, QUITE 5-4-3-2-1NO, VERY E WRITTEN ASSIGNMENTS RETURNED PROMPTLY?, ALWAYS, ALMOST YES-2-1 S YOUR ABILITY TO EXPRESS IDEAS IN WRITING YES, 5-4-3-2-1NO, NOT AT ALLDEFINITELY ERE THE TERM PAPERS VALUABLE IN RELATION TO HIGH VALUE5-4-3-2-1THE COURSE OBJECTIVES? O MUCH EMPHASIS WAS PLACED ON THE GLY 1-2-3-4-5STRONGLY PROJECT(S).AGREE W BENEFICIA WERE THE HOMEWORK VERY 5-4-3-2-1JUST BUSY ASSIGNMENTS? WORK OULD MORE OR LESS HOMEWORK BE ASSIGNED FOR MUCH MORE1-3-5-3-1THIS COURSE? EWORK ASSIGNMENTS WERE: HOMSSIVELY1-3-5-3-1EXTREMELY LONG SHORT 83 THEELY 1-3-5-3-1EXTREMELY DIFFICULT EASY HOMEWORK WAS:4. Audio/Visual D INSTRUCTIONAL MATERIALS APPEAR TO BE YES, ALWAYS5-4-3-2-1NO, SELDOMCONSCIENTIOUSLY PREPARED OR CHOSEN? RUCTIONAL MATERIALS FOR THIS COURSE WERE:TOO 1-3-5-3-1TOO ADVANCED ERE VIDEOTAPES/FILMS INTERESTING AND YES, ALWAYS5-4-3-2-1NO, SELDOMSTIMULATING? ERE SLIDE PRESENTATIONS INTERESTING AND YES, ALWAYS5-4-3-2-1NO, NEVERSTIMULATING? ERE INSTRUCTORS' SUPPLEMENTARY HANDOUTS, YES, EXTREMELY5-4-3-2-1NO, NEARLY PROBLEM SETS, VALUABLE AS LEARNING AIDS? DIO-VISUAL PROCEDURES WERE LOGICALLYGLY 5-4-3-2-1STRONGLY INTEGRATED WITH THE REST OF THE COURSE.AGREE W MUCH EXPLANATION DID THE INSTRUCTOR TOO MUCH5-4-3-2-1TOO LITTLEPROVIDE IN DISCUSSING SLIDES, FILMS, ETC.? W RELEVANT WERE FILMS AND AUDO-VISUAL VERY 5-4-3-2-1VERY MATERIALS TO COURSE OBJECTIVES? W OFTEN DID YOU FALL ASLEEP OR DOZE WHEN ALMOST ALWAYS1-2-3-4-5ALMOST NEVERAUDIO-VISUAL MATERIAL WAS PRESENTED?C. Grading and Exams W EFFECTIVE WAS THE INSTRUCTOR IN PREPARING VERY 5-4-3-2-1VERY EFFECTIVE INEFFECTIVETHE GRADING PROCEDURES FOR THE COURSE WERE:VERY FAIR5-4-3-2-1VERY UNFAIR W WOULD YOU RATE THE INSTRUCTOR'S 5-4-3-2-1POOREXAMINATION QUESTIONS? W WELL DID EXAMINATION QUESTIONS REFLECT WELL RELATED-2-1POORLY CONTENT AND EMPHASIS OF THE COURSE? AS THE GRDING SYSTEM FOR THE COURSE YES, VERY 5-4-3-2-1NO, NOT AT ALL ID THE INSTRUCTOR HAVE A REALISTIC DEFINITION YES, VERY5-4-3-2-1NO, VERY OF EXCELLENT PERFORMANCE? UNREALISTIC ID THE INSTRUCTOR SET TOO HIGH/LOW GRADING TOO HIGH1-3-5-3-1TOO LOWSTANDARDS FOR STUDENTS? OW WOULD YOU CARACTERIZE THE INSTRUCTOR'S VERY 5-4-3-2-1VERY GRADING SYSTEM?OBJECTIVE E AMOUNT OF GRADED FEEDBACK GIVEN TO ME QUITE 5-4-3-2-1NOT ENOUGHDURING THE COURSE WAS:ADEQUATE ERE EXAMS, PAPERS, REPORTS RETURNED WITH ALMOST ALWAYS5-4-3-2-1ALMOST NEVERERRORS EXPLAINED OR PERSONAL COMMENTS? ERE REQUESTS OR RE-GRADING OR REVIEW YES, ALMOST 5-4-3-2-1NO, ALMOST HANDLED FAIRLY?ALWAYS E INSTRUCTOR EVALUATED MY WORK IN AGLY 5-4-3-2-1STRONGLY MEANINGFUL AND CONSCIENTIOUS MANNER.AGREE DISAGREE DID YOU UNDERSTAND WHY YOU RECEIVED THE ALWAYS5-4-3-2-1 GRADES YOU DID ON PROJECTS? EXAMS WERE PROMPTLY GRADED.YES, ALWAYS5-4-3-2-1NO, NEVER E EXAMS REFLECTED IMPORTANT POINTS IN THE GLY 5-4-3-2-1STRONGLY READING ASSIGNMENTS.AGREE ERE THE INTRUCTOR'S TEST QUESTIONS THOUGHT DEFINITELY 5-4-3-2-1DEFINITELY NOPROVOKING?YES ID THE EXMS CHALLENGE YOU TO DO ORIGINAL YES, VERY DA5-4-3-2-1NO, NOT THINKING?CHALLENGING CHALLENGING ERE THERE "TRICK" OR TRITE QUESTIONS ON 1-2-3-4-5FEW IF ANY E EXAM QUESTIONS WORDED CLEARLY?YES, VERY 5-4-3-2-1NO, VERY HOW MANY EXAMINATIONS WERE GIVEN?TOO MANY1-3-5-3-1TOO FEWW WAS THE LENGTH OF EXAMS FOR THE TIME TOO LONG1-3-5-3-1TOO SHORTALLOTTED?HOW DIFFICULT WERE THE EXAMINATIONS?TOO DIFFICULT1-3-5-3-1TOO EASY OUND I COULD SCORE REASONABLY WELL ON EXAMS GLY 1-2-3-4-5STRONGLY BY JUST CRAMMING.AGREE ERE EXMS ADEQUATELY DISCUSSED UPON YES, 5-4-3-2-1 NO, NOT ENOUGHWARETURN?ADEQUATELYD. Workload MUCH WORK DID THIS COURSE REQUIRE?1-3-5-3-1NOT ENOUGH AMOUNT W APPROPRIATE WAS THE AMOUNT OF WORK VERY 5-4-3-2-1INAPPROPRIATEREQUIRED FOR THE CREDIT EARNED?APPROPRIATE E INSTRUCTOR ATTEMPTED TO COVER TOO MUCH GLY 1-2-3-4-5STRONGLY AGREE W MUCH PERFECTION DID THE INSTRUCTOR TOO MUCH1-3-5-3-1TOO LITTLEREQUIRE IN YOUR WORK? W DEMANDING WAS THE INSTRUCTOR OR WRITTENVERY 5-4-3-2-1OVERLY ASSIGNMENT LENGTH, DUE DATES, ETC.?REASONABLE DEMANDING E AMOUNT OF OUTSIDE PREPARATION REQUIRED QUITE GREAT1-3-5-3-1 QUITE SMALLFOR THIS COURSE WAS: ALITY OF WORK WAS EMPHASIZED MORE THAN QUGLY 5-4-3-2-1STRONGLY QUANTITY.AGREE E INSTRUCTOR'S ASSUMPTIN THAT STUDENTS GLY 5-4-3-2-1STRONGLY COULD MASTER TECHNIQUES WAS CORRECT.AGREE HOW DIFFICULT WAS THE COURSE MATERIAL?TOO DIFFICULT1-3-5-3-1RATHER EASY COURSE WAS:OVERLY 1-3-5-3-1TOO EASY DEMANDING E LEVEL OF DIFFICULTY OF THE COURSE MATERIAL GLY 5-4-3-2-1STRONGLY WAS APPROPRIATE FOR ME.AGREE DISAGREE AS THE COURSE APPROPRIATE FOR YOUR VERY 5-4-3-2-1NOT AT ALBACKGROUND (EXPERIENCE)?APPROPRIATE APPROPRIATEDESCRIBE THE PACE OF THE COURSE.TOO FAST1-3-5-3-1TOO SLOW HAT PACE DID THE INSTRUCTOR SET IN PRESENTINGTOO FAST1-3-5-3-1TOO SLOW THE MATERIAL? W SUITABLE WAS THE PACE OF THE COURSE TOO SLOW, TOO1-3-5-3-1TOO FAST, TOO (NUMBER OF TOPICS, DEPTH OF COVERAGE)? W SUITABLE WAS THE LEVEL OF THE COURSE TOO SLOW, TOO1-3-5-3-1TOO FAST, TOO (SOPHISTICATION OF TOPICS AND/OR METHODS)? EASY HER STUDENTS WERE MORE ADVANCED, SO I HAD GLY 1-2-3-4-5STRONGLY TROUBLE KEEPING UP.AGREE A. Cognitive 157 COURSE SERVED TO BROADEN MY UNDERSTANDING OF YES, DEFINITELY 5-4-3-2-1 NO, NOT AT ALL HUMAN THOUGHT AND ACHIEVEMENT. 159 COURSE APPROPRIATELY RECOGNIZES SCHOLARSHIP YES, DEFINITELY 5-4-3-2-1 NO, NOT AT ALL ON THE SIGNIFICANCE OF WOMEN AND GENDER. W MUCH DO YOU FEEL YOU HAVE ACCOMPLISHED IN A GREAT DEAL5-4-3-2-1 VERY LITTLETHIS COURSE? MPARED TO OTHER COURSES, HOW MUCH DID YOU MUCH MORE5-4-3-2-1LEARN IN THIS COURSE?HOW MUCH HAVE YOU LEARNED IN THIS COURSE?A GREAT DEAL5-4-3-2-1VERY LITTLE AVE BECOME MORE COMPETENT IN THIS AREA DUE TO A GREAT 5-4-3-2-1 NOT AT ALLTO THIS COURSE. YOU FEEL CORSE OBJECTIVES WERE YES, TO A 5-4-3-2-1NO, NOT AT ALLACCOMPLISHED?GREAT EXTENT OULD YOURECOMMEND THIS COURSE TO OTHER HIGHLY 5-4-3-2-1RECOMMEND RECOMMEND AS THE COURSE WORTHWHILE IN TERMS OF VERY 5-4-3-2-1 NOT AT ALOBTAINING GENERAL KNOWLEDGE IN THE FIELD?WORTHWHILE WORTHWHILE N ALL STUDENTS BENEFIT FROM THIS OURSE OR 5-4-3-2-1ONLY THOSE WITH SPECIALIZED GOALS?IN GENERAL ONLY W MUCH FACTUAL MATERIAL DID YOU LEARN IN THIS A GREAT DEAL5-4-3-2-1VERY LITTLECOURSE? D THIS COURSE IMPROVE YOUR UNDERSTNDING OF YES, 5-4-3-2-1 NO, NOT MUCHCONCEPTS AND PRINCIPLES IN THIS FIELD?SIGNIFICANTLY N YOU NOW IDENTIFY MAIN POINTS AND CENTRAL YES, CLEARLY5-4-3-2-1 NOT VERY WELLISSUES IN THIS FIELD? BTAINED KNOWLEDGE ON OW TO LOCATE TO A GREAT 5-4-3-2-1 NOT AT ALLAPPROPRIATE INFORMATION. EVELOPED THE ABILITY TO RECOGNIZE GOOD TO A GREAT 5-4-3-2-1NOT AT ALLARGUMENTS IN THIS FIELD. E COURSE MATERIAL WAS TOO SUPERFICIAL TO BE TO A GREAT 1-2-3-4-5NOT AT ALLOF MUCH USE TO ME.DID YOU IMPROVE YOLITY TO APPLY PRINCIPLESYES, 5-4-3-2-1 NO, NOT MUCH IN NEW SITUATIONS?SIGNIFICANTLY D YOU IMPROVE YOUR ABILITYO COMMUNICATE YES, 5-4-3-2-1NO, NOT REALLYCLEARLY ABOUT THIS SUBJECT?SIGNIFICANTLY D YOU IMPROVE YOUR ABILITY TO SOLVE REAL YES, 5-4-3-2-1NO, NOT REALLYPROBLEMS IN THIS FIELD?SIGNIFICANTLY E INSTRUCTOR HELPED IMPROVE MY PROBLEM GLY 5-4-3-2-1STRONGLY SOLVING ABILITIES.AGREE D YOU IMPROVE YOUR ABILITY TO EVALUATE NEW YES, GREATLY5-4-3-2-1NO, NOT REALLYWORKS IN THIS FIELD? IS COURSE GAVE ME THE OPPORTUNITY TO TO A GREAT 5-4-3-2-1NOT AT ALLDEVELOP SOME ORIGINAL IDEAS. D YOU IMPROVE YOUR ABILITY TO ARRY OUT YES, 5-4-3-2-1 NO, NOT REALLYORIGINAL RESEARCH IN THIS FIELD?SIGNIFICANTLY W MUCH HAS THIS COURSE IMPROVED YOUR A GREAT 5-4-3-2-1 NOT AT ALLAESTHETIC JUDGMENT? W VALUABLE WAS THIS COURSE IN TERMS OF YOUR EXTREMELY 5-4-3-2-1NOT VALUABLETECHNICAL DEVELOPMENT? E COURSE GAVE ME SKILLS AND TECHNIQUES GLY 5-4-3-2-1 STRONGLY DIRECTLY APPLICABLE TO MY CAREER.AGREE AS THE COURSE, AS IT WAS GIVEN, WORTHWHILE IN VERY 5-4-3-2-1NOT AT ALTERMS OF YOUR CAREER OBJECTIVES?WORTHWHILE WORTHWHILE D YOU LEARN MUCH ABOUT CAREER YES, QUITE A 5-4-3-2-1NO, NOT MUCHOPPORTUNITIES? W MUCH HAVE THE PROJECTS INCREASED YOUR A GREAT DEAL5-4-3-2-1 VERY LITTLEUNDERSTANDING OF CONCEPTS AND PRINCIPLES? 187 THIS COURSE INCREASED MY ABILITY TO SPEAK IN STRONGLY 5-4-3-2-1 STRONGLY PUBLIC EFFECTIVELY. AGREE DISAGREE 188. I GAINED SKILL DURING THIS COURSE TO HELP ME STRONGLY 5-4-3-2-1 STRONGLY LEARN INDEPENDENTLY. AGREE DISAGREE 189. THIS COURSE BROADENED MY PERSEPCTIVE OF STRONGLY STRONGLY WORKING IN A GLOBAL/SOCIETAL CONTEXT. AGREE 5-4-3-2-1 DISAGREEB. Affective A RESULT OF THIS COURSE, I WANT TO TAKE MORE YES, LY 5-4-3-2-1NO, DEFINITECOURSES IN THIS AREA.DEFINITELY ID THIS COURSE INCREASE YOUR INTEREST IN THE YES, GREATLY5-4-3-2-1NO, NOT MUCH JOYED LEARNING ABOUT THIS SUBJECT MATTER.TO A GREAT 5-4-3-2-1 NOT AT ALL I LOOKED FORWARD TO ATTENDING CLASS.ALMOST ALWAYS5-4-3-2-1ALMOST NEVER D THIS COURSE MAINTAIN YOUR ATTENTION ALMOST ALWAYS5-4-3-2-1ALMOST NEVERTHROUGHOUT THE SEMESTER? D YOUR INTEREST IN THIS COURSE INCREASE OR GREATLY 5-4-3-2-1 GREATLY DECREASE AS THE SEMESTER PROGRESSED? YOU FEEL YOUR EFFORTS IN THIS COURSE HAVE YES, VERY 5-4-3-2-1NO, NOT BEEN WORTHWHILE?WORTHWHILE WORTHWHILE SUBJECT MATTER WAS INTRINSICALLY BORING.GLY 1-2-3-4-5STRONGLY AGREE D YOU LEARN TO VALUE NEW VIEWPOINTS BECAUSE YES, 5-4-3-2-1 NO, NOT REALLYOF THIS COURSE?DEFINITELYWERE YOU STIMULATED TO DO EXTRA READING ABOUTYES, VERY 5-4-3-2-1NO, NOT REALLY THE COURSE MATERIAL?WERE YOU STIMULATED TO DISCUSS RELATED TOPICSYES, OFTEN5-4-3-2-1 NO, NEVER WITH FRIENDS OUTSIDE OF CLASS? IS COURSE HELPED ME TO FULFILL SOME OF MY TO A GREAT 5-4-3-2-1 NOT AT ALLPERSONAL GOALS. D YOU DEVELOP A CLEARER SENSE OF YES, MUCH 5-4-3-2-1 NO, NOT REALLYPROFESSIONAL RESPONSIBILITY FROM THIS COURSE? LT THIS COURSE HAD VALUE FOR ME AS A PERSON.GLY 5-4-3-2-1 STRONGLY AGREE EVELOPED A MORE POSITIVE SELF-CONCEPT TO A GREAT 5-4-3-2-1 NOT AT ALLBECAUSE OF THIS COURSE. D THIS OURSE HELP YOU UNDERSTAND YOURSELF YES, HELDIC5-4-3-2-1NO, NOT GREATLY PARTICULARLY IS COURSE MADE ME MORE AWARE OF MY YES, MUCH 5-4-3-2-1 NO, NOT REALLYMORE AWARE D YO DEVELOP A SET OF OVERALL VALUES IN THIS DEFINITELY 5-4-3-2-1 NO, NOT REALLYDIUYES D YOU BECOME INTERESTED IN COURSE-RELATED YES, VERY 5-4-3-2-1NO, NOT REALLYCOMMUNITY PROJECTS? EVELOPED OME LEADERSHIP SKILLS BECAUSE OF TO A GREAT 5-4-3-2-1 NOT AT ALLTHIS COURSE.211. DID YOU LEARN TO VALUE NEW VIEWPOINTS BECAUSE YES, 5-4-3-2-1 NO, NOT AT ALL OF THIS COURSE? DEFINITELY 212. THIS COURSE INCREASED MY APPRECIATION OF STRONGLY 5-4-3-2-1 STRONGLY CULTURAL AND ETHNIC DIFFERENCES. AGREE DISAGREE 213. THIS COURSE INCREASED MY ABILITY TO UNDERSTAND STRONGLY 5-4-3-2-1 STRONGLY VALUES AND ETHICAL STANDARDS. AGREE DISAGREEC. Participation and Effort MPARED TO OTHER COURSES, HOW MUCH EFFORT MUCH MORE5-4-3-2-1 DID YOU PUT INTO THIS COURSE?I PREPARED BEFORE COMING TO CLASS.ALWAYS5-4-3-2-1 VALUABLE DO YOU CONSIDER THIS COURSE?EXTREMELY 5-4-3-2-1 NOT VALUABLEHOW TE THE RELVANCE OF COURSE CONTENT TO YOUR HIGHLY 5-4-3-2-1NOT RELEVANTMAJOR FIELD. 12Specific W OFTEN DID YOU DELAY STUDYING FOR THIS VERY OFTEN1-2-3-4-5COURSE? W OFTEN HAD YOU COMPLETED ASSIGNED READING ALWAYS5-4-3-2-1BEFORE DISCUSSION IN CLASS?VERY OFTEN1-2-3-4-5 OULDN'T GET INTO THIS COURSE BECAUSE OTHER GLY 1-2-3-4-5STRONGLY THINGS KEPT ME BUSY.AGREE I WENT TO SLEEP IN CLASS:VERY OFTEN1-2-3-4-5 PT UP WITH THE WORK IN THIS COURSE.GLY 5-4-3-2-1STRONGLY AGREE OUGHT HELP WHEN I DIDN'T UNDERSTAND THE ALWAYS5-4-3-2-1 CTIVELY PARTICIPATED IN COURSE-RELATED OFTEN5-4-3-2-1SELDOMGROUP ACTIVITIES. D YOU ACTIVELY PARTICIPATE IN CLASS YES, OFTEN5-4-3-2-1NO, NEVER D YOU READ NON-REQUIRED BOOKS OR OTHER YES, ALL5-4-3-2-1 NO, NONEMATERIALS SUGGESTED IN THE COURSE? AD THE APPROPRIATE PREREQUISITE AND GLY 5-4-3-2-1STRONGLY TECHNICAL SKILLS FOR THIS COURSE.AGREE I LEARNED MORE FROM THE READINGS THAN I DID FROMGLY 1-2-3-4-5STRONGLY LECTURES AND CLASS DISCUSSIONS.AGREE E LECTURE-DISCUSSN METHOD USED IN THIS ALMOST ALWAYS1-2-3-4-5ALMOST NEVERCLASS LEFT ME BORED. ERE WAS NOT ENOUGH SUDENT PARTICIPATION GLY 1-2-3-4-5STRONGLY FOR THIS TYPE OF COURSE.AGREE DISAGREE A. Communication Skills INSTRUCTOR WAS A DYNAMIC TEACHER.YES, VERY 5-4-3-2-1NO, VERY DULL DYNAMIC THE INSTRUCTOR A GOOD SPEAKER?YES, VERY 5-4-3-2-1NO, RATHER GOOD POORTHE INSTRUCTOR'S KNOWLEDGE OF SUBJECT WAS:5-4-3-2-1POOR AS THE INTRUCTOR ENTHUSIASTIC ABOUT VERY WS5-4-3-2-1VERY TEACHING? UNENTHUSIASTIC W WOULD YOU CHARACTERIZE THE INSTRUCTOR'S 5-4-3-2-1VERY POORABILITY TO EXPLAIN? INSTRUCTOR WAS A GOOD CLASSROOM LEADER.GLY 5-4-3-2-1STRONGLY AGREE THE INSTRUCTOR SEEM TO ENJOY TEACHING?YES, VERY 5-4-3-2-1NO, ENJOYED IT W WOULD YOU CHARACTEIZE THE INSTRUCTOR'S BROAD AND5-4-3-2-1PLAINLY COMMAND OF THE SUBJECT? DEFICIENT E INSTRUCTOR SEEMED WELL PREPARED FOR YES, ALWAYS5-4-3-2-1NO, SELDOM INSTRUCTOR WAS A MODEL TEACHER.GLY 5-4-3-2-1 STRONGLY AGREE INSTRUCTOR WAS A CREATIVE TEACHER.GLY 5-4-3-2-1 STRONGLY AGREE DISAGREE 1. Enthusiastic/Dynamic W INTERESTING WERE THE INSTRUCTOR'S VERY 5-4-3-2-1 RATHER BORINGPRESENTATIONS?INTERESTING D THE INSTRUCTORAKE GOOD USE OF EXAMPLES YES, VERY 5-4-3-2-1NO, SELDOMAND ILLUSTRATIONS?OFTEN E INSTRUCTOR EMPHASIZED IMPORTANT POINTS BY ALMOST ALWAYS5-4-3-2-1ALMOST NEVERRAISING VOICE, REPEATING, ETC. E INSTRUCTOR MADE EFFORTS TO SHOW THE ALMOST ALWAYS5-4-3-2-1ALMOST NEVERINTERESTING NATURE OF THE TOPICS. WAS EASY TO HEAR AND UNDERSTAND THE ALMOST ALWAYS5-4-3-2-1ALMOST NEVERINSTRUCTOR.THE INSTRUCTOR'S LECTURES SEEMED TO RAMBLE.ALMOST ALWAYS1-2-3-4-5ALMOST NEVERTHE INSTRUCTOR USED GESTURES WHILE TEACHING.ALMOST ALWAYS5-4-3-2-1ALMOST NEVER W EFFECTIVE WAS THE INSTRUCTOR IN VERY 5-4-3-2-1 NOT AT ALL PRESENTING MATERIAL IN LECTURES/DISCUSSIONS?EFFECTIVE EFFECTIVE E ISTRUCTOR'S CLASSROOM LEADERSHIP ABILITY VERY THN5-4-3-2-1EFFECTIVE INEFFECTIVE E INSTRUCTOR SPENT A GREAT DEAL OF TIME ALMOST ALWAYS1-2-3-4-5ALMOST NEVERMAKING A SMALL NUMBER OF POINTS. E INSTRUCTOR MADE USE OFTERNATIVE ALMOST ALWAYS5-4-3-2-1 ALMOST NEVEREXPLANATIONS WHEN NEEDED. OULD LIKE TO ADOPT THIS INSTRUCTOR'S GLY 5-4-3-2-1STRONGLY TEACHING STYLE.AGREE THE INSTRUCTOR USED HUMOR EFFECTIVELY.YES, OFTEN5-4-3-2-1 NO, SELDOM THE INSTRUCTOR EASILY FRUSTRATED?YES, VERY 1-2-3-4-5NO, HARDLY OFTEN 2. Knowledgeable E INSTRUCTOR WAS KNOWLEDGABLE ABOUT GLY 5-4-3-2-1STRONGLY ORIGINS OF CONCEPTS AND IDEAS.AGREE AS THE INSTRUCTOR ABLE TO GIVE REFEENCES YES, VERY 5-4-3-2-1 NO, NOT ABLEFOR ADDITIONAL READING OR RESEARCH? D THE INSTRUCTOR INDICATE RELATIONSHIPS OF YES, QUITE 5-4-3-2-1NO, HARDLY COURSE CONTENT TO RECENT DEVELOPMENTS?OFTEN THE INSTRUCTOR WAS CONSCIENTIOUS ABOUT STRONGLY 5-4-3-2-1STRONGLY HIS/HER INSTRUCTIONAL RESPONSIBILITIES.AGREE 5-4-3-2-1 NOT VERY HELPFUL DID YOU FIND THE T.A.?VERY 3. Clarity of Presentation EASY NOTE TAKING.E INSTRUCTOR'S RESENTATIONS ALLOWED FOR ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER E INSTRUCTOR PRESENTED MATERIAL AT A LEVEL ALMOST ALWAYS5-4-3-2-1ALMOST NEVERAPPROPRIATE FOR ME. W OFTEN DID THE INSTRUCTOR DIGRESS DURING QUITE OFTEN1-2-3-4-5ALMOST NEVERTHE LECTURES? AS THE INSTRUCTOR'S USE OF BLACKBOARD ANLPFULSING, VERY HE-2-1 CONFUOTHER MATERIALS (HANDOUTS, ETC.) EFFECTIVE? INADEQUATECLASSROOM PRESENTATIONS.E INSTRUCTOR FOLLOWED AN OUTLINE DURING ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER SUMMARIZED MATERIAL PRESENTED ALMOST ALWAYS5-4-3-2-1 ALMOST NEVERTHE INSTRUCTORIN EACH CLASS. E INSTRUCTOR'S PRESENTATION OF ABSTRACT VERY CLEAR5-4-3-2-1VERY UNCLEARIDEAS, CONCEPTS, AND THEORIES WAS: E CLASSROM PROBLEMS WERE CLEARLY THOGLY 5-4-3-2-1STRONGLY AGREE W DIFFICULT WAS IT TO COPY WHAT THE VERY DIFFICULT1-2-3-4-5VERY EASYINSTRUCTOR PUT ON THE BOARD?THE INSTRUCTOR GENERALLY TALKED:TOO FAST1-3-5-3-1TOO SLOW AS THE INSTRUCTOR ABLE TO EXPLAIN DIFFICULT ALMOST ALWAYS5-4-3-2-1 ALMOST NEVERMATERIAL TO YOUR SATISFACTION? E INSTRUCTOR GAVE EXPLANATIONS/EXAMPLES GLY -2-1STRONGLY THAT WERE CLEARLY TO THE POINT.AGREE E MAIN POINS OF LECTURES WERE CLEARLY ALMOST ALWAYS5-4-3-2-1ALMOST NEVERUNDERSTOOD. E INSTRUCTOR EXPLAINED NEW IDEAS BY OFTEN5-4-3-2-1SELDOMRELATING THEM TO FAMILIAR CONCEPTS. E INSTRUCTOR BROKE DOWN COMPLEX TOPICS FOR OFTEN5-4-3-2-1SELDOM E INSTRUCTOR WAS ABLE TO ANSWER QUESTIONS ALMOST ALWAYS5-4-3-2-1ALMOST NEVERCLEARLY AND CONCISELY. E INSTRUCTOR EXPLAINED THE UNDERLYNG ALMOST ALWAYS5-4-3-2-1ALMOST NEVERRATIONALE FOR PARTICULAR TECHNIQUES. W MUCH DETAIL DID THE INSTRUCTOR PROVIDE IN TOO MUCH1-3-5-3-1TOO LITTLEHIS/HER EXPLANATIONS?HOW OFTEN DID THE INSTRUCTOR REVIEW MATERIAL?TOO MUCH1-3-5-3-1NOT ENOUGH E INSTRUCTOR DID NOT SYNTHESIZE, INTEGRATE, GLY 1-2-3-4-5STRONGLY OR SUMMARIZE EFFECTIVELY.AGREE E INSTRUCTOR SPOKE IN A MONOTONE, RARELY ALMOST ALWAYS1-2-3-4-5ALMOST NEVERSHOWING EXPRESSION IN VOICE. 305 THE INSTRUCTOR LOOKED AT THE CLASS WHILE ALMOST ALWAYS5-4-3-2-1ALMOST NEVER SPEAKING. DID THE INSTRUCTOR ARRIVE ON TIME?YES, ALWAYS5-4-3-2-1NO, SELDOM W OFTEN DID THE INSTRUCTOR'S PERSONALITY ALMOST ALWAYS1-2-3-4-5ALMOST NEVERINTERFERE WITH INSTRUCTION? W MUCH SELF-CONFIDENCE DID THE INSTRUCTOR A GREAT DEAL5-4-3-2-1VERY LITTLEDISPLAY? INSTRUCTOR WAS DEMANDING OF STUDENTS.GLY 5-4-3-2-1STRONGLY AGREE E INSTRUCTOR TALKS TOO MUCH ABOUT GLY 1-2-3-4-5STRONGLY HIMSELF/HERSELF.AGREE INSTRUCTOR HAD HIGH ACADEMIC STANDARDS.GLY 5-4-3-2-1STRONGLY AGREE AS THE INSTRUCTOR'S VOICE PLEASANT OR VERY 5-4-3-2-1VERY IRRITATING TO LISTEN TO? IRRITATING E INSTRUCTOR'S LACK OF FACILITY WITH ENGLISH GLY 1-2-3-4-5STRONGLY HINDERED COMMUNICATION OF IDEAS.AGREE INSTRUCTOR WAS OPEN-MINDED.GLY 5-4-3-2-1STRONGLY AGREE E INSTRUCTOR EXHIBITED PROFSSIONAL DIGNITY ALMOST 5-4-3-2-1ALMOST NEVERAND BEARING IN THE CLASSROOM.ALWAYS E INSTRUCTOR MISSED CLASS OTEN DUE TO YES, QUITE 1-2-3-4-5 NO, NEVERNON-TEACHING RESPONSIBILITIES.OFTENB. Stimulation of Thinking # E INTRUCTOR MOTIVATED ME TO DO MY BEST ALMOST ALWAYS5-4-3-2-1ALMOST NEVERTHSWORK. E INSTRUCTOR STIMULATED MY INTELLECTUAL ALMOST ALWAYS5-4-3-2-1ALMOST NEVERCURIOSITY. E INSTRUCTOR GAVE ADVICE ON HOW TO STUDY YES, OFTEN5-4-3-2-1 NO, NEVERFOR THE COURSE. # DID THE INSTRUCTOR RAISE CHALLENGING QUESTIONSYES, OFTEN5-4-3-2-1 NO, SELDOM IN CLASS? ESTIONS PRESENTED TO THE CLASS TO GENERATETOO SPECIFIC1-3-5-3-1 TOO VAGUEQUDISCUSSION WERE GENERALLY: E INSTRUCTR INITIATED FRUITFUL AND RELEVANT ALMOST ALWAYS5-4-3-2-1ALMOST NEVERTHE INSTRUCTOR ASKED OPEN-ENDED QUESTIONS.ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER E INSTRUCTOR ENCOURAGED DEVELPMENT OF GLY 5-4-3-2-1STRONGLY NEW VIEWPOINTS AND APPRECIATIONS.AGREE E INSTRUCTOR WAS RECEPTIVE TO DIFFERING YES, QUITE 5-4-3-2-1 NO, DIDN'T WANTVIEWPOINTS OR OPINIONS.OPEN E INSTRUCTOR ENCOURAGED ME TO EXPRESS MY ALMOST ALWAYS5-4-3-2-1ALMOST NEVER OPINION OR EXPERIENCE. D THE INSTRUCTOR ENCOURAGE YOU TO DEVELOP DEFINITELY 5-4-3-2-1 DEFINITELY NOYOUR IDEAS AND APPROACHES TO PROBLEMS?YES TOR ENCOURAGED ME TO THINK FOR THE INSTRUCGLY 5-4-3-2-1 STRONGLY MYSELF.AGREE COURSE ENHANCED MY CREATIVE ABILITIES.TO A GREAT 5-4-3-2-1 NOT AT ALL E INSTRUCTOR POINTED OUT WHAT WAS ALMOST ALWAYS5-4-3-2-1ALMOST NEVERIMPORTANT TO LEARN IN EACH CLASS SESSION. D THE INSTRUCTOR SUGGET SPECIFIC WAYS YES, 5-4-3-2-1 NO, ALMOSSTUDENTS COULD IMPROVE?FREQUENTLY DURING PRESENTATIONS, DID THE INSTRUCTOR ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER CHECK ON STUDENTS' UNDERSTANDING? W MUCH UNGRADED FEEDON PERIODS,MUCH MORE1-3-5-3-1 SHORT QUIZZES) SHOULD HAVE BEEN GIVEN? E INSTRUCTOR EMPHASIZED LEARNING RATHER ALMOST ALWAYS5-4-3-2-1ALMOST NEVERTHAN TESTS OR GRADES.C. Warmth and Concern for Students # E INSRUCTOR WAS SENSITIVE TO STUDENT ALMOST ALWAYS5-4-3-2-1ALMOST NEVERTHT HOW PATIENT WAS THE INSTRUCTOR IN WORKING VERY PATIENT5-4-3-2-1WITH YOU?DID THE INSTRUCTOR TREAT YOU WITH RESPECT?YES, ALWAYS5-4-3-2-1 NO, SELDOM HAT WAS THE INSTRUCTOR'S ATTHOW DID ITUDE; 5-4-3-2-1 THE INSTRUCTOR DEAL WITH YOU? DISDAINFUL E INSTRUCTOR LISTENED ATENTIVELY TO WHAT ALWAYS5-4-3-2-1 SELDOMCLASS MEMBERS HAD TO SAY. E INSTRUCTOR WAS SKILLFUL IN OBSERVING ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER STUDENT REACTIONS.THE INSTRUCTOR WAS FAIR TO STUDENTS.OFTEN5-4-3-2-1SELDOMTHE INSTRUCTOR SEEMED:1-3-5-3-1 # E INSTRUCTOR COULD SENGLY 5-4-3-2-1 STRONGLY NOT BEEN CLEAR TO ME.AGREE OW OFTEN DID THE INSTRUTOR UNDERSTAND YOUR ALMOST ALWAYS5-4-3-2-1ALMOST NEVERCOMMENTS OR QUESTIONS? AS THE INSTRUCTOR WILLING TO SPEND EXTRA TIMEVERY WILLING5-4-3-2-1VERY UNWILLING WITH YOU? OW ACCESSIBLE WAS THE INSTRUCTOR FOR 5-4-3-2-1STUDENT CONFERENCES ABOUT THE COURSE?REGULARLY E INSTRUCTOR SEEMED TO SENSE WHEN GLY 5-4-3-2-1 STRONGLY STUDENTS DID NOT UNDERSTAND.AGREE E INSTRUCTOR CORRECTED STUDENT ALMOST ALWAYS1-2-3-4-5 ALMOST NEVER STATEMENTS WITHOUT FURTHER DISCUSSION. ISCUSSION OF STUDENT ERRONEOUS STATEMENTS ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER WAS ENCOURAGED TO CORRECT THEM. E INSTRUCTOR RECOGNIZED STUDENTS' ALMOST ALWAYS5-4-3-2-1 ALMOST NEVERDIFFICULTIES IN UNDERSTANDING NEW MATERIAL. E INSTRUCTOR THORALMOST NEVEROUGHLY ANSWERED ALMOST ALWAYS5-4-3-2-1 STUDENTS' QUESTIONS. OW OFTEN DID THE INSTRUCTOR GIVE UP ON VERY OFTEN1-2-3-4-5 SELDOMSTUDENTS WHEN THEY DIDN'T UNDERSTAND? HOW OFTEN DID THE INSTRUCTOR SUBTLY DECLINE TOVERY OFTEN1-2-3-4-5SELDOM HELP YOU ON YOUR PROBLEMS?THE INSTRUCTOR PRAISED STUDENT BEHAVIOR.ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER E INSTRUCTOR PRAISED ME WHEN I HAD DONE YES, ALWAYS5-4-3-2-1 NO, ALMOST PARTICULARLY WELL. ALUATIONS OF MY WOR WERE MADE IN A ALMOST ALWAYS5-4-3-2-1ALMOST NEVERCONSTRUCTIVE MANNER. ERE THE INSTRUCTOR'S CRITICISMS AND COMMENTS VERY HELPFUL5-4-3-2-1 NOT HELPFUL AT ABOUT YOUR WORK HELPFUL? E INSTRUCTOR ACCEPTED CRITICISM AND VERY WELL5-4-3-2-1RATHER POORLYSUGGESTIONS: E INSTRUCTOR MADE ME AFRAID TO MAKE GLY 1-2-3-4-5STRONGLY AGREE HOW MUCH CONFIDENCE DID THE INSTRUCTOR HAVEA GREAT DEAL5-4-3-2-1 VERY LITTLE IN YOU AS A STUDENT? E INSTRUCTOR RECOGNIZED STUDENTS' PROBLEMS ALMOST ALWAYS5-4-3-2-1 ALMOST NEVERIN PERFORMING DIFFICULT MATERIAL. THE INSTRUCTOR INTIYES, 1-2-3-4-5NO, NEVER FREQUENTLY THE INSTRUCTOR CYNICAL AND SARCASTIC?Y CYNICALT AT ALL -4-5 CYNICAL E INSTRUCTOR WAS CONDESCENDING TOWARD GLY 1-2-3-4-5STRONGLY AGREE E INSTRUCTOR VARIED THE TEMPO OF THE CLASS ALMOST ALWAYS5-4-3-2-1ALMOST NEVERTO SUIT CONTENT AND STUDENTS' NEEDS. TERMS OF DIRECTION AND STRUCTURE OF THE 5-4-3-2-1COURSE, THE INSTRUCTOR WAS: AS A GOOD BALANCE OF STUDENT PARTICIPATION ALWAYS5-4-3-2-1AND INSTRUCTOR CONTRIBUTION ACHIEVED? E INSTRUCTOR ASKED STUDENTS TO HELP IN ALMOST ALWAYS5-4-3-2-1ALMOST NEVER EVALUATING THEIR ACHIEVEMENT.A. Social Climate Instructor-Student Interaction ERE WAS A POSITIVE INTERACTION BETWEEN ALMOST ALWAYS5-4-3-2-1ALMOST NEVERSTUDENTS AND INSTRUCTOR. ATMOSPHERE IN THE CLASSROOM SEEMED:5-4-3-2-1 FRIENDLY UNFRIENDLY E INSTRUCTOR PROMOTSPHERE GLY -2-1 STRONGLY CONDUCIVE TO WORK AND LEARNING.AGREE ESCRIBE YOUR INSTRUCTOR'S ATTITUDE TOWARD FRIENDLY5-4-3-2-1 UNFRIENDLY OW OFTEN DID THE INSTRUCTOR ALLOW TOO OFTEN1-3-5-3-1NOT ENOUGHINTERACTION AMONG STUDENTS? STRUCTOR MAINTAINED FESSIONAL STANDARDS GLY 5-4-3-2-1STRONGLY IN CREATING RAPPORT WITH STUDENTS.AGREE DISAGREE OW OFTEN DID THE INSTRUCTOR DISPLAY OFTEN1-2-3-4-5 SELDOMFAVORITISM TOWARD CERTAIN STUDENTS? OW OFTEN DID THE INSTRUCTOR ENCOURAGE CLASS VERY OFTEN5-4-3-2-1 SELDOMMEMBERS TO WORK AS A TEAM? E INSTRUCTOR ATTEMPD TO INVOLVE ALL GLY 5-4-3-2-1 STRONGLY STUDENTS IN CLASSROOM ACTIVITIES.AGREE STUDENTS TALKED MORE THAN INSTRUCTOR.ALMOST ALWAYS5-4-3-2-1 ALMOST NEVER UDENTS WERE FREE TO INTERRUPT GLY 5-4-3-2-1STRONGLY PRESENTATIONS IF POINTS NEEDED CLARIFICATION.AGREE E INSTRUCTOR ASKED STUDENTS TO HELP ALMOST ALWAYS5-4-3-2-1ALMOST NEVER DETERMINE CONTENT OF DISCUSSION. E INSTRUCTOR ASKED STUDENTS TO HELP ALMOST ALWAYS5-4-3-2-1ALMOST NEVER DETERMINE OBJECTIVES OF DISCUSSION. IRECTION OF DISCUSSION WAS CONTROLLED BY THE ALMOST ALWAYS5-4-3-2-1 ALMOST NEVERINSTRUCTOR. UDENTS FAILED TO LAUGH, JOKE, SMILE, OR SHOW ALMOST ALWAYS1-2-3-4-5ALMOST NEVER OTHER SIGNS OF HUMOR. E T.A. EFFECTIVELY ANSWERED IN-CLASS ALMOST ALWAYS5-4-3-2-1ALMOST NEVERQUESTIONS ON THE COURSE MATERIAL.555 HOW ACCESSIBLE WAS THE TEACHING ASSISTANT AVAILABLE 5-4-3-2-1 NEVER FOR STUDENT CONFERENCES ABOUT THE COURSE? REGULARLY AVAILABLEStudent-Student Interaction FRIENDLY WERE THE STUDENTS IN THIS CLASS?Y FRIENDLY5-4-3 HOW-2-1 UNFRIENDLY E TYPE OF INTERACTION AMONGEMBERS IN THE COMMUNITY 5-4-3-2-1 ISOLATIONDISCUSSION GROUPS WAS ONE OF: OW MUCH DID OTHER STUDENTS INFLUENCE YOUR A GREAT DEAL5-4-3-2-1NOT AT ALLINTEREST IN THE COURSE? UDENTS VOLUNTEERED KNOWLEDGE, OPINIONS, OR ALMOST ALWAYS5-4-3-2-1ALMOST NEVER PERSONAL EXPERIENCE IN CLASS. UDENTS DEBATED WITH ONE ANOTHER OR VERY OFTEN5-4-3-2-1 SELDOMINSTRUCTOR IN A NON-THREATENING ATMOSPHERE.DID YOU DEVELOP NEW FRIENDSHIPS IN THIS CLASS?YES, MANY5-4-3-2-1NO, NONE OW OFTEN WAS CLASS OR GROUP DISCUSSION ALMOST ALWAYS1-2-3-4-5 ALMOST NEVERMONOPOLIZED BY ONLY ONE OR A FEW STUDENTS? ECAME IRRITATED WITH THE SAME STUDENTS VERY OFTEN1-2-3-4-5 ALMOST NEVERMONOPOLIZING CLASS DISCUSSION. 59 SMALL GROUP ACTIVITIES HELPED ME LEARN MORE STRONGLY 5-4-3-2-1 STRONGLY THAN I WOULD HAVE BY MYSELF. AGREE DISAGREE 85 IN-CLASS LEARNING ACTIVITIES STIMULATED CRITICAL STRONGLY 5-4-3-2-1 STRONGLY THINKING ABOUT COURSE MATERIAL. AGREE DISAGREE 153 HOW EFFECTIVE WERE SMALL GROUP EXERCISES FOR VERY 5-4-3-2-1 NOT AT ALL IMPROVING UNDERSTANDING OF MATERIAL? EFFECTIVE EFFECTIVE 154 THE ‘ONE MINUTE’ PAPERS IMPROVED MY UNDER- ALMOST ALWAYS 5-4-3-2-1 ALMOST NEVER STANDING OF DIFFICULT MATERIAL. 155 THE IN-CLASS ACTIVITIES KEPT ME INTERESTED IN THE STRONGLY 5-4-3-2-1 STRONGLY COURSE CONTENT. AGREE DISAGREE 158 THE GROUP PROJECTS TAUGHT ME VALUABLE SKILLS STRONGLY 5-4-3-2-1 STRONGLY BEYOND JUST LEARNING COURSE CONTENT. AGREE DISAGREE 210 MY SMALL GROUP NEEDED MORE INSTRUCTOR STRONGLY 5-4-3-2-1 STRONGLY GUIDANCE TO WORK EFFECTIVELY. AGREE DISAGREE 319 IT WAS WORTHWHILE TO SPEND CLASS TIME WORKING STRONGLY 5-4-3-2-1 STRONGLY IN SMALL GROUPS. AGREE DISAGREE 214 I HAVE LEARNED HOW TO WORK BETTER IN GROUPS AS STRONGLY 5-4-3-2-1 STRONGLY A RESULT OF THIS COURSE. AGREE DISAGREE 234 THE ROLE-PLAY SITUATIONS HELPED ME UNDERSTAND STRONGLY 5-4-3-2-1 STRONGLY COURSE CONCEPTS. AGREE DISAGREE 254 THE SIMULATIONS WERE USEFUL AIDS TO UNDER- STRONGLY 5-4-3-2-1 STRONGLY STANDING THE MATERIAL. AGREE DISAGREE 269 THE DEMONSTRATIONS USED IN CLASS WERE VALUABLE STRONGLY 5-4-3-2-1 STRONGLY LEARNING TOOLS. AGREE DISAGREE 270 CASE STUDIES INCREASED MY UNDERSTANDING OF STRONGLY 5-4-3-2-1 STRONGLY COURSE MATERIAL. AGREE DISAGREE 272 THE SHORT IN-CLASS WRITING ASSIGNMENTS HELPED STRONGLY 5-4-3-2-1 STRONGLY ME UNDERSTAND COURSE CONCEPTS. AGREE DISAGREE 274 THE PURPOSE OF THE IN-CLASS ACTIVITIES WAS VERY WELL 5-4-3-2-1 NOT WELL EXPLAINED: 314 WOULD YOU LIKE TO SEE MORE OR LESS SMALL GROUP MUCH MORE 1-3-5-3-1 MUCH LESS WORK IN CLASS? 316 WAS THE GRADING OF THE GROUP ASSIGNMENTS FAIR? VERY FAIR 5-4-3-2-1 VERY UNFAIR B. Physical Setting SSROOM FACILITIES WERE:VERY 5-4-3-2-1 VERY POOR ADEQUATE THE NUMBER OF STUDENTS IN CLASS WAS:TOO LARGE1-3-5-3-1 TOO SMALLTHE CLASSROOM WAS:TOO SMALL1-3-5-3-1 TOO LARGE T OF INSTRUCTIONAL SUPPLIES WAS: HIGHITE TOO-4-5 REASONABLE SPACE PROVIDED A SUITABLE THE CLASSROOMGLY 5-4-3-2-1STRONGLY ENVIRONMENT.AGREE OW ADEQUATE WAS THE LIGHTING OF THE VERY 5-4-3-2-1VERY CLASSROOM?ADEQUATE INADEQUATETO WHAT EXTENT DID THE EQUIPMENT DETRACT FROMA GREAT 1-2-3-4-5NOT AT ALL THE QUALITY OF YOUR WORK? 20V. Student Preferences for Instruction/Learning Style General VALUABLE DO YOU CONSIDER THIS COURSE?EXTREMELY 5-4-3-2-1NOT VALUABLEHOW E A TRADITIONAL COURSE FORMAT WITH LECTURE.GLY 5-4-3-2-1 STRONGLY AGREE IKE STUDET-CENTERED CLASSES WITH LOTS OF GLY 5-4-3-2-1STRONGLY AGREE DISAGREE URSES WITH FLEXIBLE I LIKE SELF-PACED COGLY 5-4-3-2-1 STRONGLY SCHEDULING.AGREE REPARE ASSIGNED LESSONS BEFORE COMING TO ALWAYS5-4-3-2-1 EARN MORE FROM READINGS THAN FROM LECTURES GLY 5-4-3-2-1 STRONGLY AND CLASS DISCUSSIONS.AGREE DISAGREE -ORGANIZED LECTURES TO CLASS GLY 5-4-3-2-1 STRONGLY AGREE LASS DISCUSSIONS TEND TO BE MORE STIMULATING GLY 5-4-3-2-1STRONGLY THAN LECTURES.AGREE I ACTIVELY PARTICIPATE IN CLASS ACTIVITIES.YES, OFTEN5-4-3-2-1NO, SELDOM OW MUCH NON-REUIRED READING DO YOU DO FOR A 5-4-3-2-1GENERALLYCOURSE LIKE THIS?SUGGESTED REFER TO HAVE STUDENTS TALK MORE THAN THE GLY 5-4-3-2-1 STRONGLY INSTRUCTOR IN THIS TYPE OF CLASS.AGREE UDENT PARTICIPATION IS A NECESSARY GLY 5-4-3-2-1 STRONGLY COMPONENT FOR THIS COURSE.AGREE OW MUCH FREEDOM DO YOU PREFER IN ASSIGNED A GREAT DEAL5-4-3-2-1 VERY LITTLETOPICS FOR PAPERS/REPORTS.WHAT TYPE OF INSTRUCTION SUITS YOU BEST?STRUCTURED1-3-5-3-1 UNSTRUCTURED REFER THE INSTRUCTOR USE A VARIEY OF GLY 5-4-3-2-1STRONGLY TEACHING METHODS VS. A SINGLE METHOD.AGREE MAJOR FACET OF THIS COURSE SHOULD BE THE GLY 5-4-3-2-1STRONGLY DEVELOPMENT OF ORIGINAL IDEAS.AGREE I EXPECT TO BE ABLE TO WORK O REAL PROBLEMS INTO A GREAT 5-4-3-2-1NOT AT ALL THE FIELD DURING THIS COURSE. HOSE THIS COURSE FOR EDUCATIONAL REASONS GLY 5-4-3-2-1 STRONGLY (INTERESTS, GOALS, CURIOSITY).AGREE HOSE THIS COURSE FOR NON-EDUCATIONAL GLY 5-4-3-2-1STRONGLY REASONS (CONVENIENT TIME, PLACE, ETC.).AGREE R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANTINSTRUCTOR KNOWLEDGE OF SUBJECT.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1NOT IMPORTANTORGANIZED PRESENTATIONS.IMPORTANT R THIS COURSE RATE TH IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANTSTIMULATION OF THINKING.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANTINSTRUCTOR ACCESSIBILITY OUTSIDE OF CLASS.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OFVERY 5-4-3-2-1 NOT IMPORTANTEFFECTIVE COMMUNICATION BY INSTRUCTOR.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1 NOT IMPORTANTSTUDENT CLASS PARTICIPATION.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF EARLY VERY 5-4-3-2-1 NOT IMPORTANTFEEDBACK ON COURSE PROGRESS.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF THE VERY 5-4-3-2-1NOT IMPORTANTNECESSITY FOR AN “A”.IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF GAINING VERY 5-4-3-2-1 NOT IMPORTANTGENERAL KNOWLEDGE OF SUBJECT.IMPORTANT R THIS COURSE RATE TH IMPORTANCE OF GAINING VERY 5-4-3-2-1NOT IMPORTANTFIRST HAND APPLICATIONS.IMPORTANT ENJOYABLE CLASS SESSIONS.IMPORTANTR THIS COURSE RATE THE IMPORTANCE OF VERY 5-4-3-2-1NOT IMPORTANT R THIS COURSE RATE THE IMPORTANCE OF DOING VERY 5-4-3-2-1 NOT IMPORTANTINDEPENDENT RESEARCH.IMPORTANTLaboratory ERE LAB ASSGNMENTS INTERESTING AND YES, VERY 5-4-3-2-1 NO, QUITE STIMULATING?INTERESTING BORING ERE LAB IMPORTANT TO LEARNING IN THIS YES, VERY WS5-4-3-2-1 NO, VERY COURSE?IMPORTANT UNIMPORTANT LAB ASSIGNMENTS SEEM CAREFULLY CHOSEN?YES, VERY 5-4-3-2-1NO, CHOSEN CAREFULLY CARELESSLY ID LAB ASSIGNMENTS REQUIRE A REASONABLE 1-3-5-3-1NO, TOO SIMPLEAMOUNT OF TIME AND EFFORT?DEMANDINGTHE LENGTH OF THE LAB SESSIONS WERE:TOO LONG1-3-5-3-1TOO SHORT AD ADEQUATE TIME TO COMPLETE THE LAB YES, ALWAYS5-4-3-2-1 NO, SELDOMTOO DIFFICULT1-3-5-3-1 TOO EASY E LAB WAS TO ADVANCED AND SPECIALIZED FOR GLY 1-2-3-4-5STRONGLY MY PURPOSES.AGREE E LABS COORDINATED WITH CLASS WORK?, ALWAYS5-4-3 . ALMOST YES-2-1 ID THE INSTRUCTOR RELATE LAB EXERCISES TO YES, OFTEN5-4-3-2-1 NO, SELDOMINFORMATION FROM READINGS AND LECTURES? AS THE INSTRUCTOR PREPARED FOR LABORATORY 5-4-3-2-1 POORLY LECTURES AND PRE-LAB DISCUSSIONS? ORGANIZED AS THE TA WELL PREPARED TO ANSWER YES, ALWAYS5-4-3-2-1 NO, ALMOST QUESTIONS ABOUT LABS? DID TA ARRIVE IN TIME TO GET LAB STARTED ON YES, ALWAYS5-4-3-2-1 NO, ALMOST ERE YOU PROVIDED ADEQUATE INSTRUCTIONS FOR YES, ALWAYS5-4-3-2-1 NO, SELDOMPROCEEDING WITH LAB EXERCISES? ESCRIBE LABORATORY TEXTBOOK OR MANUAL 5-4-3-2-1VERY POORASSIGNED FOR THIS COURSE. OW SUITABLE WAS THE PACE OF THE LAB (NUMBER TOO SLOW,1-3-5-3-1 TOO FAST, TOOF EXPERIMENTS, TIME FOR EACH)?TOO LITTLE EQUIPMENT WAS OFTEN INOPERABLE.GLY 1-2-3-4-5STRONGLY AGREE ID THE LABORATORY REPORTS ASSIST YOU TO FREQUENTLY5-4-3-2-1 RARELYLEARN ABOUT THEORY & EXPERIMENTAL METHODS? OULD HAVE PREFERRED TO WORK INDIVIDUALLY IN GLY 1-2-3-4-5 STRONGLY THE LAB THAN WITH A PARTNER.AGREE DISAGREE B. Studio Art 1. Organizational Structure O MUCH EMPHASIS WAS PLACED ON DEVELOPING GLY 1-2-3-4-5 STRONGLY ONLY TECHNICAL SKILLS.AGREE ERE YOU EXPOSED TO A VARIETY OF TECHNIQUES YES, A GREAT 5-4-3-2-1NO, VERY LITTLEGLY 1-2-3-4-5STRONGLY PARTICULAR STYLE OR METHOD.AGREE E INSTRUCTOR PLACED TOO MUCH EMPHASIS ON A E INSTRUCTOR PRESENTED TOO MUCH TECHNICAL GLY 1-2-3-4-5 STRONGLY INFORMATION.AGREE E INSTRUCTOR PROVIDED A DIVERSIT OF GLY 5-4-3-2-1 STRONGLY MATERIAL, TECHNIQUES, AND CONTENT.AGREE E PROJECTS WERE EXTREMEY VALUABLE IN GLY 5-4-3-2-1 STRONGLY UNDERSTANDING THE COURSE.AGREE OULD THERE BE MORE/FEWER PROJECTS IN THIS MUCH MORE1-3-5-3-1FEWERCOURSE?WAS THE COURSE ORGANIZED?YES, VERY MUCH5-4-3-2-1NO, VERY LITTLE OW MUCH PRESSURE WAS THERE TO GET THINGS A GREAT DEAL5-4-3-2-1 VERY LITTLEDONE ON TIME?THE PROJECTS WERE APPROPRIATE TO THE LEVEL OFGLY 5-4-3-2-1 STRONGLY THE COURSE.AGREE E INSTRUCTO REQUIRED TOO MUCH WORK TO BE GLY 1-2-3-4-5 STRONGLY DONE IN CLASS.AGREE OW DEMANDING WAS TH INSTRUCTOR IN TERMS OF VERY 1-3-5-3-1 VERY LENIENTCOURSE REQUIREMENTS?DEMANDING E INSTRUCTOR'S EXAMPLS/DEMONSTRATIONS GLY 5-4-3-2-1 STRONGLY WERE CLEAR AND CONCISE.AGREE CH CONCEP WAS EXPLAINED AND DISCUSSED GLY 5-4-3-2-1 STRONGLY THOROUGHLY.AGREE STRUCTOR EXPLAINED EACH STEP CAREFULY ALMOST ALWAYS5-4-3-2-1ALMOST NEVERWHEN DISCUSSING PROCESSES/TECHNIQUES. E INSTRUCTOR SPENT TOO MUCH TIME EXPLAINING GLY 1-2-3-4-5STRONGLY EACH PROJECT.AGREE STRUCTOR DID NOT PLACE ENOUGH EMPHASIS ON GLY 1-2-3-4-5STRONGLY THE IMPORTANCE OF DEVELOPING SKILLS.AGREE DISAGREE INSTRUCTOR EXPLAINED THE NDERLYING RATIONALEALMOST ALWAYS5-4-3-2-1 ALMOST NEVER FOR TECHNIQUES OR STYLES. OW HELPFUL WERE THE INSTRUCTOR’S VERY HELPFUL 5-4-3-2-1 NOT AT ALLEXAMPLES/EXPERIENCES. E INSTRUCTOR LACKED OBJECTIVITY IN GLY 1-2-3-4-5 STRONGLY EVALUATING STUDENTS' WORK.AGREE E INSTRUCTOR'S CRITIQUES PROVIDED A BASE FOR GLY 5-4-3-2-1STRONGLY FURTHER LEARNING.AGREE STRUCTOR SHOULD PROVIDE MORE/FEWER MUCH MORE1-3-5-3-1 FEWERINDIVIDUAL CRITIQUES OF STUDENTS' WORK. AS THE INSTRUCTOR ABLE TO SEPARATE YOUR DEFINITELY 5-4-3-2-1DEFINITELY NOWORK FROM YOU AS A PERSON?YES6. Student-Instructor Relations STRUCTOR WAS REALY CONCERNED ABOUT GLY 5-4-3-2-1 STRONGLY STUDENTS' PROGRESS.AGREE STRUCTOR TRIED TO PROVIDE A CREATIVE GLY 5-4-3-2-1STRONGLY ATMOSPHERE IN CLASS.AGREE STRUCTOR WAS SENSITIVE TO STUDENTS' GLY 5-4-3-2-1STRONGLY RESPONSES WHEN GIVING CRITIQUES.AGREE STRUCTOR REALIZED GLY 5-4-3-2-1STRONGLY EXPERIENCING DIFFICULTIES.AGREE STRUTOR PROVIDED PERONAL HELP ONLY WHEN INCGLY 1-2-3-4-5 STRONGLY AGREE STRUCTOR SHOWED FAVORITISM TOWARD CERTAIN STRONGLY RONGLY -4-5 STUDENTS. AGREEInstructor Characteristics E INSTRUCTOR DEMONSTRRITY AS GLY 5-4-3-2-1 STRONGLY AGREE W OFTEN DID THE INSTRUCTOR'S PERSONALITY ALMOST ALWAYS1-2-3-4-5ALMOST NEVERINTERFERE WITH CLASSROOM INSTRUCTION? D THE COURSE AND INSTRUCTOR HELP YOU BETTER YES, A GREAT 5-4-3-2-1NO, VERY LITTLEUNDERSTAND YOUR PROFESSIONAL GOALS? S THE INSTRUCTOR INCREASED YOUR ABILITY TO A GREAT DEAL5-4-3-2-1 VERY LITTLEORGANIZE IDEAS VISUALLY? E YOU DEVELOPED CONFIDENCE IN THE STUDIO?YES, VERY 5-4-3-2-1NO, NOT AT ALL E INTRUCTOR HAD A STRONG INFLUENCE UPON MY YES, VERTHSY 5-4-3-2-1NO, VERY WORK.POSITIVE E INSTRUCTOR WAS INSTRUMENTAL IN RAISING MY GLY 5-4-3-2-1 STRONGLY ARTISTIC VALUES.AGREE DISAGREE INSTRUCTOR MADE ME THINK ABOUT DIFFERENT WAYSGLY 5-4-3-2-1STRONGLY TO APPROACH PROJECTS.AGREE DISAGREE W MUCH DO YOU FEEL YOU HAVE ACCOMPLISHED IN A GREAT DEAL5-4-3-2-1VERY LITTLETHIS COURSE? W DIFFICULT WAS IT TO GET ACCESS TO VERY DIFFICULT1-2-3-4-5 NOT DIFFICULT EQUIPMENT?C. Technology Utilization TE THE INSTRUCTOR'S USE OF INSTRUCTIONAL 5-4-3-2-1POORTECHNOLOGY IN THIS COURSE: E USE OF TECHNOLOGY IN THE CLASSROOM AIDED A GREAT DEAL5-4-3-2-1NOT AT ALLUNDERSTANDING OF DIFFICULT CONCEPTS:OVERALL, TECHNOLOGY USAGE IN THE COURSE WAS TOO LITTLE1-3-5-3-1 TOO MUCH E QUALITY OF THE INSTRIONAL TECHNOLOGY IN 5-4-3-2-1POORTHE CLASSROOM WAS: 565 HOW WELL DID THE TECHNOLOGY FACILITATE INTERACTION 5-4-3-2-1 INTERACTION INTERACTION BETWEEN STUDENTS & INSTRUCTOR? WAS EASIER WAS HARDER 566 HOW WELL DID THE TECHNOLOGY FACILITATE INTERACTION 5-4-3-2-1 INTERACTION INTERACTION BETWEEN STUDENT AND PEERS? WAS EASIER WAS HARDER 567 THE TIMELINESS OF FEEDBACK TO STUDENTS FOR VERY TIMELY 5-4-3-2-1 NOT TIMELY WORK COMPLETED ONLINE WAS: AT ALL 568 HOW EASY WAS IT TO PARTICIPATE IN THE COURSE VERY EASY 5-4-3-2-1 VERY (UPLOAD WORK, ADD TO DISC., ETC)? DIFFICULT 569 I FELT MORE COMFORTABLE CONTRIBUTING TO THE MUCH MORE 5-4-3-2-1 MUCH LESS CLASS DUE TO THE TECHNOLOGY. COMFORTABLE COMFORTABLE 570 HOW EASY WAS IT TO ACCESS THE ONLINE COURSE VERY EASY 5-4-3-2-1 VERY CONTENT (LOGIN, NAVIGATE, ETC)? DIFFICULT 571 HOW ORGANIZED WERE THE ONLINE MATERIALS WELL 5-4-3-2-1 UNORGANIZED (SEQUENCE, FLOW, ETC)? ORGANIZED 572 THIS COURSE WOULD BE EQUALLY STRONG WITHOUT STRONGLY 5-4-3-2-1 STRONGLY THE TECHNOLOGY. AGREE DISAGREE 573 HOW USABLE WAS THE TECHNOLOGY FOR INDIVIDUALS VERY EASY 5-4-3-2-1 VERY WITH DISABILITIES? DIFFICULT 574 HOW WAS THE TRANSITION TIME BETWEEN SETUP & VERY 5-4-3-2-1 VERY USAGE OF ONE TECHNOLOGY TO ANOTHER? EFFECTIVE 575 TECHNOLOGY SUPPORT LEVELS/QUALITY WERE: EXCELLENT 5-4-3-2-1 POOR 576 THE COMPUTER LAB FACILITIES FOR THIS CLASS WERE: EXCELLENT 5-4-3-2-1 POOR D. Team Teaching HOW EFFECTIVELY WAS TEAM TEACHING USED IN THISVERY 5-4-3-2-1VERY COURSE?EFFECTIVELY INEFFECTIVELY AM TEACHERS COORDINATED THEIR INSTRUCTION ALWAYS5-4-3-2-1 VERY WELL. E TEAM TEACHING APPROACH PROVIDED INSIGHTS GLY 5-4-3-2-1 STRONGLY A SINGLE INSTRUCTOR COULD NOT.AGREE AM TEACHING MET MY EXPECTATIONS AND VERY WELL5-4-3-2-1 NOT AT ALL URSE MATERIAL WAS MORE EFFECTIVELY GLY 5-4-3-2-1 STRONGLY PRESENTED WITH THE TEAM TEACHING APPROACH.AGREE DISAGREE AM TEACING WAS A VERY EFFECTIVE METHOD FOR TEHGLY 5-4-3-2-1 STRONGLY LEARNING.AGREE DISAGREE ONTEACHING IN THIS COURSE.E INSTRUCTOR OVER-DOINATED THE TEAM ALMOST ALWAYS1-2-3-4-5ALMOST NEVER E TEAM TEACHERS WERE COMPATIBLE IN THIS TO A GREAT 5-4-3-2-1NOT AT ALLCOURSE.E. Clinical ERE YOU EXPOSED TO A VARIETY OF CLINICAL YES, A GREAT 5-4-3-2-1 NO, VERY LITTLEPROBLEMS? E INSTRUCTOR'S CLINICAL DEMONSTRATIONS WERE GLY 5-4-3-2-1 STRONGLY CLEAR AND CONCISE.AGREE NSIDERING CLIENT AVAILABILITY, THE CLINICAL GLY 5-4-3-2-1STRONGLY AGREE ERE CLINICAL TECHNIQUES EXPLAINED AND YES, ALWAYS5-4-3-2-1NO, SELDOMDISCUSSED THOROUGHLY? W MUCH OBSERVATION AND SUPERVISION WAS TOO MUCH1-3-5-3-1 TOO LITTLEPROVIDED? IOR COURSE WORK ADEQUATELY PREPARED ME TO GLY 5-4-3-2-1 STRONGLY AGREE W CLEARLY DID THE INSTRUCTOR STATE THE VERY CLEARLY5-4-3-2-1VERY CLINICAL PROBLEMS? UNCLEARLY AS THE INSTRUCTOR ABLE TO THOROUGHLY YES, ALWAYS5-4-3-2-1 NO, SELDOMANSWER YOUR CLINICAL QUESTIONS? RFORMANCE EXAMS ALLOWED ME TO SUFFICIENTLY GLY 5-4-3-2-1 STRONGLY DEMONSTRATE MY CLINICAL COMPETENCIES.AGREE W CONSISTENT WERE THE EVALUATIONS OF YOUR VERY 5-4-3-2-1VERY CLINICAL WORK?CONSISTENT INCONSISTENT W HELPFUL WAS THE INSTRUCTOR IN DEVELOPING VERY HELPFUL5-4-3-2-1 NOT AT ALL YOUR CLINICAL TECHNIQUES? W CONSTRUCTIVE WAS THE INSTRUCTOR'S VERY 5-4-3-2-1NOT AT AFEEDBACK ABOUT YOUR CLINICAL PERFORMANCE?CONSTRUCTIVE CONSTRUCTIVE PROPRIATE AND INAPPROPRIATE CLINICL GLY 5-4-3-2-1 STRONGLY PROCEDURES WERE CLEARLY IDENTIFIED.AGREE E INSTRUCTOR WAS OVERLY DEMANDING OF THE GLY 1-2-3-4-5STRONGLY CLINICAL STUDENTS.AGREE E INSTRUCTOR SEEMED TO SENSE WHEN YOU DID GLY 5-4-3-2-1 STRONGLY NOT KNOW WHAT YOU WERE DOING.AGREE F. Field Trips E THE CONTENT OF THE FIELD TRIP(S).VERY 5-4-3-2-1 E THE FIELD TRIP(S) AS A LEARNING EXPERIENCE.VERY 5-4-3-2-1VERY INEFFECTIVE AD A CHANCE TO GET TO KNOW THE INSTRUCTOR TO A GREAT 5-4-3-2-1NOT AT ALLDURING THE FIELD TRIP(S).I HAD A CHANCE TO GET TO KNOW OTHER STUDENTS TO A GREAT 5-4-3-2-1NOT AT ALL DURING THE FIELD TRIP(S). W MANY STUDENTS DO YU THINK HAVE CHEATED 1-2-3-4-5IN ANY WAY IN THIS CLASS? W MANY SUDENTS CHEATED DURING EXAMS IN 1-2-3-4-5 W MANY STUDENTS CHEATED ON THEIR WRITTEN 1-2-3-4-5ASSIGNMENTS IN THIS CLASS? COMPLETE FORM DESCRIPTIVE SUMMARIES Form Number Code Description 1 CEQ Course Evaluation Questionnaire : Consists of 21 General items with 5 subscores and a total score with norms on all the above. Uses a 5 point Strongly Agree to Strongly Disagree response format. Developed by Office of Instructional Resources. 7 CLQ Costin’s Lecturing Questionnaire : Contains 23 General items primarily applicable to largesections. Uses a 5 point frequency of occurrence response scheme. Four subscale scores are available. Developed by Frank Costin. 8 CDQ Costin’s Discussion Questionnaire : Contains 23 General to diagnostic items primarily applicable to discussion sections or seminars. Uses a 5 point frequency of occurrence response scheme Five subscale scores are available. Developed by Frank Costin. 9 AVIA Aviation : Developed by the Institute of Aviation for evaluation of aviation training. ESSAY ITEM IDEAS Note that spaces E and F on the back of the ICES form are blank to provide space for course specific questions. Items for thespaces may be chosen from the list below or personally generated. Write the selected items on the board and begin by stating “In Space E (or F), please comment on (…the helpfulness of, changes needed, strengths and weaknesses, or suggested improvements, 1 – The organization/structure of course. 2 – The depth and breadth of the course material. 3 – The discussion sections. 4 – The teaching assistant. 5 – One or two principal topics which you thought were especially interesting. 6 – The effectiveness of the special features of this course (online format, help sessions, oral exams, contract grading, computer projects, labs, etc.). 7 – The assignments. 8 – The handouts. 9 – The films, slides, or other audio-visual aids. 10 – The readings. 11 – The exams. 12 – The grading procedures. 13 – How stimulating you found class sessions. 14 What you found most and least stimulating about this course. 15 – The difficulty of course material. 16 – The lectures. 17 – The instructor’s grasp of the material. 18 – The instructor’s communication skills. 19 – This instructor in comparison to an ideal instructor. 20 – The instructor’s professional attitude and behavior. 21 – The instructor’s concern for students. 22 – The instructor’s personal characteristics. 23 – Any especially helpful aspect of this instructor’s work with the class or you individually. 24 – Any aspect of this instructor’s work which you felt impeded your learning. 25 – The contribution of other students. 26 – The physical environment of the classroom. 27 – The classroom atmosphere. 28 – The aspects of the course which you found most valuable. 29 – The aspects of the course which you found least valuable. 30 – One or two principal topics which you thought were of no value to the course. 31 – How well you learned the course material. 32 – How well you learned what you wanted to. 33 – What this course contributed to your education. 34 – In this course I hoped to learn … 35 – I wish I would have learned … 36 – Ten years from now I’ll probably remember this course most by … 37 – Things you got out of this course which will be of benefit to you personally. 38 – Ways, if any, in which your background for this course was inadequate. 39 – Your own interest in the subject areas of this course. 40 – My motivation to do well in this course. 41 – The reasons you selected this course. 42 – Your effort in this course. 43 – Your educational and vocational plans. 44 – This course in comparison to other courses of this kind. 45 – This course in comparison to an ideal course. 46 – The type of instruction which would be most beneficial for this course. 28