National Academies Press: OpenBook

Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics (2003)

Chapter: Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning

« Previous: Appendix A: Selected Student Evaluation Instruments
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Appendix B
Samples of Questionnaires Used to Evaluate Undergraduate Student Learning

The student questionnaires included in this appendix exemplify several approaches to assessing student learning and, in turn, using that information to improve teaching. The College Student Report 2000 (from the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education, 2000) and the Student Instructional Report II (from the Educational Testing Service) are generic approaches to evaluating learning. Evaluation forms from several universities are presented to demonstrate the kind of information that might be sought from students and the variety of ways (e.g., end-of-semester, midsemester) and settings (e.g., classroom, laboratory) in which students can be queried.

Form

Found on Page(s)

The College Student Report 2001. From the Carnegie Foundation for the Advancement of Teaching and Pew Forum on Undergraduate Education (2002).

147–150

Student Instructional Report II. Used nationally and produced by the Educational Testing Service.

151–152

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Form

Found on Page(s)

Carnegie Mellon University Eberly Center for Teaching Excellence

 

Teaching Improvement Form—Lecture Courses

153–156

Teaching Improvement Form—Laboratory Courses

157–159

Teaching Improvement Form—Discussion Courses

160–162

Harvard University Derek Bok Center for Teaching and Learning

 

Mid-Course Evaluation Form

163

End-of-Semester Course Evaluation Form

164–165

Kansas State University IDEA Center

 

Student Reactions to Instruction and Courses

166–167

Faculty Information Form for Student Evaluations

168–169

Sample Results of Student Evaluations

170–177

Hampshire College

 

End-of-Semester Course Evaluation Forms

178–182

Instructor Objectives Report

183–184

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Teaching Improvement Form — Lecture Courses

Instructor: ______________________ Time to complete form __________

Course Title/Number: _________________ Date of Evaluation: ____________

Instructions: This section includes items about a variety of aspects of teaching. Please give an overall rating of each aspect of teaching and also check any of the specific strengths or concerns which match your experience in the course.

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Course Organization

❑ commendable

❑ fine

❑ needs improvement

❑ good continuity

❑ lectures and assignments are coordinated well

❑ lectures and section meetings are coordinated well (if applicable)

❑ other strengths?

______________________________

______________________________

❑ course objectives weren’t clear

❑ doesn’t give big picture

❑ lectures don’t prepare students for assignments/exams

❑ fell behind schedule often

❑ other concerns?

______________________________

______________________________

Lecturing

❑ commendable

❑ fine

❑ needs improvement

❑ useful syllabus

❑ stimu lares interest

❑ engaging speaking style

❑ key ideas emphasized

❑ easy to take notes

❑ effective examples

❑ good summaries provided

❑ other strengths?

______________________________

______________________________

❑ speech is hard to understand

❑ pitched too high for students

❑ unclear explanations

❑ unclear board writing

❑ talks too fast

❑ not enough examples

❑ starts or ends late

❑ other concerns?

______________________________

______________________________

Interaction and Discussion

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ responds well to student questions

❑ encourages active participation

❑ right amount of interaction for this size and type of class

❑ student contributions valued

❑ useful in-class activities (e.g. groups, simulations, demonstrations)

❑ other strengths?

______________________________

______________________________

❑ not enough interaction

❑ too few participants

❑ speech is hard to understand

❑ not enough opportunities to participate

❑ instructor doesn’t respond effectively to questions

❑ instructor’s questions not stated clearly

❑ other concerns?

______________________________

______________________________

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Visual Aids

(e.g. board work, transpariencies and computer projection)

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ well organized

❑ emphasize key points

❑ appropriately detailed

❑ very helpful to my learning

❑ well designed

❑ other strengths?

______________________________

______________________________

❑ too fast

❑ poor handwriting

❑ wordy

❑ not enough written explanation

❑ other concerns?

_____________________________

_____________________________

Texts and Readings

❑ commendable

❑ fine

❑ need improvement

❑ high quality (content or readability)

❑ match course goals well

❑ other strengths?

_____________________________

_____________________________

❑ difficult to leam from

❑ not discussed enough in lecture

❑ too expensive

❑ difficult to obtain copies

❑ other concerns?

_____________________________

_____________________________

Handouts, Reserve or Online Materials

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ haven't used enough to evaluate

❑ very helpful

❑ motivating

❑ enhanced my learning

❑ other strengths?

_____________________________

_____________________________

❑ not enough

❑ too many

❑ not helpful

❑ other concerns?

____________________________

____________________________

Testing

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ good coverage of material

❑ appropriately challenging

❑ right length for amount of time given

❑ other strengths?

____________________________

____________________________

❑ unreasonably difficult

❑ poor coverage of materials

❑ too few tests/quizzes

❑ too many test/quizzes

❑ unclear grading criteria

❑ other concerns?

____________________________

____________________________

Assignments

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ appropriately challenging

❑ clear grading criteria

❑ helpful feedback

❑ appropriate number

❑ interesting and/or useful questions assigned

❑ other strengths?

______________________________

______________________________

❑ poor coverage of material

❑ inconsistent grading

❑ insufficient comrnents on returned assignments

❑ slow or no return

❑ other concerns?

______________________________

______________________________

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Attitude to Students

❑ commendable

❑ fine

❑ needs improvement

❑ personable & approachable

❑ help readily available out of class

❑ concerned about individual students’ needs

❑ attentive to needs of diverse student populations

❑ other strengths?

❑ not sufficiently accessible to students out of class

❑ unresponsive to students’ requests for help or review

❑ other concerns?

Classroom Control and Climate

❑ commendable

❑ fine

❑ need improvement

❑ students are respectful toward professor

❑ students are respectful toward each other

❑ other strengths?

❑ some students disruptive in class

❑ poor physical environment for this type of class

❑ other concerns?

Overall Evaluation (Circle one for each question.)

How heavy/light is the workload for this course compared with other courses you have taken this year?

Much lighter

Lighter

About the same

Heavier

Much Heavier

How is the pace in this course?

Too slow

A bit slow

Just right

A bit fast Too fast

 

How challenging do you find this course?

Too easy

A bit easy

Just right

A bit difficult

Too difficult

How much do you think you have learned in this course compared with other courses you have taken this year?

Almost nothing

Little

A fair amount

Much

A great deal

How well has this course met your expectations?

Not at all

Not very well

Adequately

Well

Very well

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Overall, what contributed most significantly to your learning in this course? In other words, what are the important features to retain the next time this course is taught?

Overall, what made your learning in this course more difficult? In other words, what are the most important changes you would suggest for the next time this course is taught?

Any comments about this form?

Student Information (Circle one for each question.)

Main reason for taking course:

Required

Interested

Required and Interested

Other

Class:

First-Year

Sophomore

Junior

Senior

 

Masters

Ph.D.

Other

Current Grade in the Course:

Undergraduate:

A

B

C

D

R

Don’t Know

Graduate:

 

A

A-

B+

B

B-

Don’t Know

% of Classes Attended for this Course:

0-20%

 

21-40%

41-60%

61-80%

81-100%

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Teaching Improvement Form — Laboratory Courses

Instructor: _____________________ Time to complete form ____________

Course Title/Number: ______________________ Date of Evalution: _______

Instructions: This section includes items about a variety of aspects of teaching. Please give an overall rating of each aspect of teaching and also check of the specific strengths or concerns which match your experience in the course.

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Content

❑ commendable

❑ fine

❑ needs improvement

❑ appropriately challenging

❑ good breadth of topics and techniques

❑ other strengths?

_________________________

_________________________

❑ pitched too low for students

❑ pitched too high for students

❑ does not relate materials to learning in prior courses

❑ other concerns?

_________________________

_________________________

Organization

❑ commendable

❑ fine

❑ needs improvement

❑ not applicable

❑ useful syllabus

❑ instructor well prepared and organized

❑ logical order of experiments

❑ class time managaed well

❑ other strengths?

__________________________________

__________________________________

❑ seems disorganized

❑ difficult to see purpose of some experiments

❑ not enough time allotted per experiment

❑ not enough time allotted to write reports

❑ other concerns?

___________________________________

___________________________________

Lectures/Presentations

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ excellent explanations

❑ provided good preparation for lab work

❑ good use of board or other visual aids

❑ dynamic, engaging style

❑ right amount of interaction for this size and type of class

❑ other strengths?

__________________________________

__________________________________

❑ speech is hard to understand

❑ language used is too complex

❑ unclear explanations

❑ poor use of visual aids

❑ other concerns?

__________________________________

__________________________________

Experiments

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ managed well

❑ clearly stated goals

❑ ample opportunitites to ask questions

❑ thorough follow-through on questions

❑ other strenghts?

__________________________________

__________________________________

❑ unclear instructions

❑ individual attention not available when needed

❑ underlying rationale for techniques not explained

❑ instructor or TAs not sufficiently familiar with experiments and equipment

❑ too few opportunities to interact with other students

❑ other concerns?

_________________________________

_________________________________

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Course Materials

(e.g. laboratory manual, handouts)

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ good variety

❑ helpful

❑ clear directions given

❑ other strengths?

______________________________

______________________________

❑ confusing

❑ need more procedural details

❑ need more connection to theory

❑ difficult to access needed information

❑ other concerns?

______________________________

______________________________

Assignments

(e.g. homework, notebooks, written exercises)

❑ commendable

❑ fine

❑ needs improvement

❑ not applicable

❑ appropriately challenging

❑ well specified assignments

❑ enhanced my learning

❑ other strengths?

______________________________

______________________________

❑ unclear instructions for assignments

❑ connection to course goals not apparent

❑ other concerns?

______________________________

______________________________

Feedback and Grading

❑ commendable

❑ fine

❑ needs improvement

❑ clear grading criteria

❑ reports returned in a reasonable time

❑ helpful feedback on reports

❑ other strengths?

______________________________

______________________________

❑ not enough feedback

❑ unclear or unhelpful feedback

❑ unfair grading

❑ unclear grading criteria

❑ connection to course goals not apparent

❑ other concerns?

______________________________

______________________________

Attitude to Students

❑ commendable

❑ fine

❑ needs improvement

❑ not applicable

❑ personable and approachable

❑ patient with students

❑ genuine interest in individual students

❑ welcomes student involvement

❑ provides individual attention

❑ other strengths?

______________________________

______________________________

❑ little encouragement provided

❑ unresponsive to student requests

❑ showed little concern about equipment

failures or difficulties

❑ other concerns?

______________________________

______________________________

Overall Evaluation (Circle one for each question.)

How heavy/light is the workload for this course compared with other courses you have taken this year?

Much lighter

Lighter

About the same

Heavier

Much Heavier

How is the pace in this course?

Too slow

A bit slow

Just right

A bit fast Too fast

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

How challenging do you find this course?

Too easy

A bit easy

Just right

A bit difficult

Too difficult

How much do you think you have learned in this course compared with other courses you have taken this year?

Almost nothing

Little

A fair amount

Much

A great deal

How well has this course met your expectations?

Not at all

Not very well

Adequately

Well

Very well

Overall, what contributed most significantly to your learning in this course? In other words, what are the important features to retain the next time this course is taught?

Overall, what made your learning in this course more difficult? In other words, what are the changes features to retain the next time this course is taught?

Any comments about this form?

Student Information (Circle one for each question.)

Main reason for taking course:

Required

Interested

Required and Interested

Other

Class:

First-Year

Sophomore

Junior

Senior

 

Masters

Ph.D.

Other

Current Grade in the Course:

Undergraduate:

A

B

C

D

R

Don’t Know

Graduate:

 

A

A-

B+

B

B-

Don’t Know

% of Classes Attended for this Course:

0-20%

 

21-40%

41-60%

61-80%

81-100%

This form is adapted from the Teaching Improvement Form used at the City University of Hong Kong.

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Teaching Improvement Form — Discussion Courses

Instructor: ______________________ Time to complete form _________________

Course Title/Number: ________________________ Date of Evaluation: _______

Instructions: This section includes items about a variety of aspects of teaching. Please give an overall rating of each aspect of teaching and also check any of the specific strengths or concerns which match your experience in the course.

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Course Content

❑ commendable

❑ fine

❑ needs improvement

❑ good breadth

❑ good depth of treatment

❑ appropriately challenging

❑ other strengths?

______________________________

______________________________

❑ assumes too much prior knowledge

❑ does not relate materials to learning in prior courses

❑ pitched too low for students

❑ other concerns?

______________________________

______________________________

Organization

❑ commendable

❑ fine

❑ needs improvement

❑ useful syllabus

❑ instructor clearly well prepared

❑ logical order of topics

❑ managed class time well

❑ other strengths?

______________________________

______________________________

❑ course objectives weren't clear

❑ couldn't see big picture

❑ couldn't see continuity between classes

❑ stated or ended late

❑ other concerns?

______________________________

______________________________

Discussion

❑ commendable

❑ fine

❑ needs improvement

❑ well managed

❑ clearly stated goals

❑ ample opportunities to ask questions

❑ thorough follow up to student questions

❑ good summaries by instructor

❑ other strengths?

______________________________

______________________________

❑ too controlled

❑ not controlled enough

❑ unclear goals

❑ inequitable distribution of participation

❑ too few opportunities to interact with other students

❑ contribution of students not always acknowledged

❑ other concerns?

______________________________

______________________________

Lectures/Presentations

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ excellent explanations

❑ good use of board or visual aids

❑ dynamic, engaging style

❑ interesting examples

❑ other strengths?

______________________________

______________________________

❑ speech is hard to understand

❑ language used is too complex

❑ unclear explanations

❑ lacks examples

❑ unhelpful examples

❑ other concerns?

______________________________

______________________________

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

OVERALL RATING

(Select one for each category)

SPECIFIC STRENGTHS

(Check all that apply)

SPECIFIC CONCERNS

(Check all that apply)

Attitude to Students

❑ commendable

❑ fine

❑ needs improvement

❑ personable and approachable

❑ genuine interest in individual students

❑ welcomes student involvement

❑ attentive to needs of diverse student populations

❑ other strengths?

______________________________

______________________________

❑ willing to provide individual attention

❑ little encouragement provided

❑ unresponsive to student requests

❑ other concerns?

______________________________

______________________________

Course Materials

(e.g. text, readings, handouts)

❑ commendable

❑ fine

❑ need improvement

❑ well chosen

❑ engaging

❑ good variety

❑ appropriately challenging

❑ enhanced my learning

❑ other strengths?

______________________________

______________________________

❑ some not relevant to course goals

❑ too few readings

❑ too many readings

❑ some were a waste of time

❑ other concerns?

______________________________

______________________________

In-Class Activities

(e.g simulations, small groups, demonstrations)

❑ commendable

❑ fine

❑ need improvement

❑ not applicable

❑ well designed

❑ engaging

❑ good variety

❑ clearly related to course goals

❑ other strengths?

______________________________

______________________________

❑ too few

❑ too many

❑ some were a waste of time

❑ unclear instructions

❑ other concerns?

______________________________

______________________________

Assiqnments/Testing

❑ commendable

❑ fine

❑ needs improvement

❑ appropriately challenging

❑ well specified assignments

❑ helpful feedback

❑ appropriate number

❑ interesting and/or useful questions

❑ other strengths?

______________________________

______________________________

❑ slow or no return

❑ poor coverage of material

❑ too many assignments/tests

❑ not enough assignments/tests

❑ unclear grading criteria

❑ unclear feed back

❑ assignments not connected to what happens in class

❑ other concerns?

______________________________

______________________________

Overall Evaluation (Circle one for each question.)

How heavy/light is the workload for this course compared with other courses you have taken this year?

Much lighter

Lighter

About the same

Heavier

Much Heavier

How is the pace in this course?

Too slow

A bit slow

Just right

A bit fast Too fast

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

How challenging do you find this course?

Too easy

A bit easy

Just right

A bit difficult

Too difficult

How much do you think you have learned in this course compared with other courses you have taken this year?

Almost nothing

Little

A fair amount

Much

A great deal

How well has this course met your expectations?

Not al all

Not very well

Adequately

Well

Very well

Overall, what contrubuted most sugnificantly to your learning in this course? In other words, what are the important features to retain the next time this course is taught?

Overall, what made your learning in this course more difficult? In other words, what are the important features to retain the next time this course is taught?

Any comments about this form?

Student Information (Circle one for each question.)

Main reason for taking course:

Required

Interested

Required and Interested

Other

Class:

First-Year

Sophomore

Junior

Senior

 

Masters

Ph.D.

Other

Current Grade in the Course:

Undergraduate:

A

B

C

D

R

Don’t Know

Graduate:

 

A

A-

B+

B

B-

Don’t Know

% of Classes Attended for this Course:

0-20%

 

21-40%

41-60%

61-80%

81-100%

This form is adapted from the Teaching Improvement Form used at the City University of Hong Kong.

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Derek Bok Center for Teaching and Learning, Harvard University Form 3

Mid-Course Evaluations

1. What do you like the most about this course?

2. What do you like the least about this course?

3. What would you like to see happen that isn't happening?

4. Please rate this course so far on a scale from 1 to 10:

(poor) 1 10 (excellent)

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Derek Bok Center for Teaching and Learning, Harvard University Form 4

Class Evaluation

Please take a few moments to provide feedback to us on how you are finding the course, and any suggestions for improvement you may have. Written comments are especially helpful to US.

Please do NOT write your name on this form.

STUDENT PREPARATION FOR CLASS

Please circle:

1. Do you understand what is expected of you in preparation and participation for sections?

Yes 

Sometimes

No

2. Do you review the lecture notes and readings before sections?

Yes

Sometimes

No

3. Do you attempt to do the homework before sections?

Yes

Sometimes

No

4. When you have the lecture notes ahead of time, do you read them before lectures?

Yes

Sometimes

No

5. Do you work on homework assignments with other students (this is allowed)?

Yes

Sometimes

No

6. Do you prepare questions on the material you don't understand before section?

Yes

Sometimes

No

7. Are you usually well prepared for class?

Yes

Sometimes

No

8. Do the assignments make sense to you?

Yes

Sometimes

No

9. Outside of lectures and sections, how many hours per week do you spend on reading, computing, homework, etc., for the class?

_____ Hours

7. How much of the reading assigned in the book have you done?

Comment.

8. What would help you to learn the material better?

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

EVALUATION OF INSTRUCTOR

DISAGREE

AGREE

1. The instructor is well prepared.

1

2

3

4

5

2. The instructor explains the material clearly.

1

2

3

4

5

3. The instructor answers questions well.

1

2

3

4

5

4. The instructor shows genuine concern for student learning and the quality of teaching.

1

2

3

4

5

5. The instructor is accessible outside of class.

1

2

3

4

5

6. The instructor effectively directs and stimulates participation.

1

2

3

4

5

7. The instructor adjusts the pace of the class to students' level of understanding.

1

2

3

4

5

8. Do you have any suggestions or comments for the instructor?

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College

Student Course Evaluation

Part 1 Progress on Course Objectives

On each of the objectives listed below, rate the progress you have made as a result of taking this course by filling in the appropriate circle on the following scale:

None

Little

Some

Much

Very Much

In rating your progress, consider each objective carefully. Because the objectives are stated in general terms, interpret each of them in the context of this course; for instance, if an objective includes a list of items, consider the objective only in terms of the relevant item(s). Also, because most courses do not attempt to achieve all of these objectives, there are likely to be some objectives on which you have made no progress. Thus, an answer of "None" may simply mean that the objective in question was not one the course sought to achieve.

 

None

Little

Some

Much

Very Much

1. Gaining knowledge of facts, terms, classifications, works, major figures, etc.

2. Gaining an understanding of theories, fundamental concepts, or other important ideas.

3. Learning to understand professional/scholarly literature.

4. Learning to interpret primary texts or works.

5. Developing skill in critical thinking.

6. Developing skill in problem solving.

7. Developing skill in critical/analytical writing.

8. Developing creative capacities.

9. Learning techniques and methods for gaining new knowledge in this subject.

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College Student Course Evaluation, Part I, page 2

10. Developing the ability to conceive and carry out independent work.

○ 

○ 

○ 

○ 

11. Developing the ability to work collaboratively with others.

12. Developing skill in expressing ideas orally.

13. Developing skill in expression through art, music, media, writing, design, or performance.

14. Developing specific skills or competencies, such as artistic techniques, production methods, laboratory methods, quantitative techniques, computer applications, or fieldwork methods.

15. Gaining an understanding of the relevance of the subject matter to real-world issues.

16. Gaining an understanding of the historical and social context in which the subject has developed.

17. Gaining an understanding of different views and perspectives on the subject.

18. Discovering the implications of the course material for understanding myself (interests, talents, preconceptions, values, etc.).

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College

Student Course Evaluation

Part 2 General Questions

Indicate your level of agreement with each of the next twelve statements by filling in the appropriate circle on the following scale:

Strongly Agree

Disagree

Disagree

Neutral

Strongly Agree

 

Strongly Agree

Disagree

Disagree

Neutral

Strongly Agree

Questions 19-21 refer to this course’s instructor or, if the course has two instructors, to: __________________.

19. I really wanted to take a course from this instructor.

20. I would like to take another course from this instructor.

21. Overall, I rate this instructor an excellent teacher.

Answer questions 22-24 only if this course has two instructors, these questions refer to: _____________________.

22. I really wanted to take a course from this instructor.

23. I would like to take another course from this instructor.

24. Overall, I rate this instructor an excellent teacher.

Please answer all of the remaining questions.

25. I really wanted to take this course, regardless of who taught it.

26. As a result of taking this course, I have a new or increased interest in this subject.

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College Student Course Evaluation, Part 2, page 2

27. I put considerable effort into this course.

28. I had an adequate background for this course.

29. Overall, I rate this an excellent course.

30. Overall, I learned a great deal in this course.

31. Please indicate how this course fits into your educational program (choose only one)

○ Course-based Division I exam

○ Project-based Division I exam

○ Division II concentration

○ Division III

○ Other (please specify) __________________________________________

32. Please indicate any other reason(s) you had for taking this course (choose all that apply).

○ Curiosity

○ Recommendation of student or faculty member

○ Acquisition of particular skills

○ Graduate or professional school requirement

○ Prerequisite for another course

○ Other (please specify) __________________________________________

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College

Student Course Evaluation

Course Number ___________________

Part 3 General Comments

33. Please comment on what you did and did not get out of this course, given your expectations for the course.

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College

Instructor Objectives Report

Course Number _____________

(please print clearly)

Course Objectives

On each of the objectives listed below, rate the importance of this objective in your course by filling in the appropriate circle on the following scale:

Minor Importance

Moderate Importance

Essential

The rating “Minor Importance” should be understood to mean “of no more than minor importance.”

 

Minor Importance

Moderate Importance

Essential

1. Gaining knowledge of facts, terms, classifications, works, major figures, etc.

2. Gaining an understanding of theories, fundamental concepts, or other important ideas.

3. Learning to understand professional/ scholarly literature.

4. Learning to interpret primary texts or works.

5. Developing skill in critical thinking.

6. Developing skill in problem solving.

7. Developing skill in critical/analytical writing.

8. Developing creative capacities.

9. Learning techniques and methods for gaining new knowledge in this subject.

10. Developing the ability to conceive and carry out independent work.

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×

Hampshire College Instructor Objectives Report, page 2

11. Developing the ability to work collaboratively with others.

○ 

○ 

○ 

12. Developing skill in expressing ideas orally.

13. Developing skill in expression through art, music, media, writing, design, or performance.

14. Developing specific skills or competencies, such as artistic techniques, production methods, laboratory methods, quantitative techniques, computer applications, or fieldwork methods.

15. Gaining an understanding of the relevance of the subject matter to real-world issues.

16. Gaining an understanding of the historical and social context in which the subject has developed.

17. Gaining an understanding of different views and perspectives on the subject.

18. Discovering the implications of the course material for understanding myself (interests, talents, preconceptions, values, etc.).

Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Page 154
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Page 155
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
Page 157
Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Suggested Citation:"Appendix B: Samples of Questionnaires Used to Evaluate Undergraduate Student Learning." National Research Council. 2003. Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/10024.
×
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Next: Appendix C: Examples of Questions for Conducting Peer Evaluations of Teaching »
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Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology.

Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change.

What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields.

Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise.

How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls.

Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.

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