Teacher/Faculty Surveys
Instrument 5: Faculty Reporting Form about
Enumerative Combinatorics Course
Project: Teaching Introductory Combinatorics by Guided Group Discovery
Dartmouth College
Funding Source: NSF
- Division of Undergraduate Education (DUE)
Purpose: To learn about pedagogical approaches
Administered To: Course instructors, by email
Topics Covered:
- Instructional Practices: instructional approach, pedagogy, collaborative activities, assignments
Format/Length: 8 open-ended items
Faculty Reporting Form
Enumerative Combinatorics Spring 2002
Dear <Course Instructor>,
I'd appreciate it if you would take a few minutes to describe
your pedagogy for the upcoming combinatorics course. As you
think about the classroom interactions, please try to include
responses to the following questions. And of course, if there
are other activities or interactions I've not included (class
trips, movies, etc.) please let me know. Thanks so much for
your time.
- What is the role of the lecture in your presentation?
If you do not plan to lecture the entire period, what determines
when you do lecture (e.g., when presenting new material,
when students seem to need additional explanation to understand
the material, anytime students aren't asking questions,
etc.)? About what proportion of the class time do you expect
to spend in lecture?
- What kind of student participation do you anticipate
in the classroom? Do you expect student participation to
be mostly ad hoc (e.g., asking questions about the material)
or is it regular and structured (e.g., class discussions,
doing problems at the board, presenting material to the
class, working in groups). About what proportion of the
class time do you expect students to actively participate
in the class (not just as active listeners)?
- Do you plan to include what K-12 teachers call "seat
work" (students working out problems individually,
at their desks, in class). If so, under what circumstances
would this occur, and how frequently? What would be the
culminating activity for seat work (i.e., after they've
worked the problems—or failed to—what happens next)?
- Do you plan to include in-class group work? If so, under
what circumstances do you anticipate this would occur, and
how frequently? What would be the culminating activity for
group work?
- Do you expect or encourage collaboration among
students? If so, under what circumstances and within what
limits?
- Do you expect the emphasis placed on the various
modes of presentation to change from class to class or systematically
through the term? If so, what kind of change do you anticipate,
and what factors will determine the change?
- What is the role of homework? How often is it assigned?
Is it graded?
- What is the grading scheme for the class?
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