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Teacher/Faculty Surveys

Instrument 8: Baseline Survey for Participants in Reforming Science Teaching Project – Part 2

Project: Anonymous (Curriculum Development 14)

Funding Source: NSF: Division of Undergraduate Education (DUE)

Purpose: To collect baseline data regarding participants’ knowledge, skills, support and teaching philosophy as science educators

Administered To: Teacher participants in reforming science teaching project

Topics Covered:

  • Background Characteristics & Activities (Teacher/Faculty): current practice, professional status, professional goals, professional development activities
  • Institutional Context: faculty incentives, policy, professional development opportunity, faculty climate
  • Limitations & Barriers: engagement, institutional constraints, participation, collaboration, support, classroom resources, professional involvement
  • Perceptions (Teacher/Faculty): student attitudes, student understanding, implementation, method
  • Self Assessment (Teacher/Faculty): preparation, content knowledge, professional performance, application of instructional methods, understanding of instructional methods, collaborative activities, implementation activities, student rapport

Format/Length: 70 open- and closed-ended questions

Reforming Science Teaching Project

Baseline Survey for Reforming Science Teaching Project Participants -
Part 2

IV.
 Your Institutional Environment
   
1.
 With respect to your department's commitment toward undergraduate education, please indicate to what degree you agree or disagree with the following statements:

Please use the following scale:
   
5
 strongly agree
   
4
 moderately agree
   
3
 neutral
   
2
 moderately disagree
   
1
 strongly disagree
         
 
_____
 My department is committed to reforming curricula and courses to enhance active learning and inquiry-based teaching.
 
_____
 I frequently discuss issues pertaining to the improvement of teaching and learning with colleagues in my department.
 
_____
 Other faculty in my department feel the same as I do about the need to improve college science teaching and learning.
 
_____
 Faculty in my department collaborate to achieve effective science teaching (e.g., team teach, build, test, discuss curricula, etc. . .)
 
_____
 Faculty in my department are interested in or are already conducting scholarly work about teaching and learning.
 
_____
 Faculty in my department are recognized, evaluated and rewarded for effective teaching.
         
2.
 If certain individuals at your institution have been important in your development as a teacher, please describe their position on campus and the role they have played in your experience.
V.
 Your Professional Development in Teaching and Learning
   
3.
 Please identify any professional development programs you are participating in currently or have participated in within the last 2 years.


Resource Name
Professional development projects (externally funded, other than [program name])

  
On-campus workshops



  
Workshops offered by professional/national societies


  
Reading groups/journal clubs



  
Other (please specify):



  

No participation		 ______
         
4.
 Please rate your theoretical knowledge and first-hand experience with each of the following using a scale of 5-1 (5 = highest rating; 1= lowest rating).
         
    Knowledge Experience  
    _____ _____ Science education reform
    _____ _____ Course/curriculum planning
    _____ _____ Theories of learning (e.g., constructivism)
    _____ _____ Technology in instruction
    _____ _____ Interdisciplinary approaches to inquiry and problem-solving
    _____ _____ Assessment
    _____ _____ Cooperative learning
    _____ _____ Case studies
    _____ _____ Independent projects
    _____ _____ Problem-based learning
    _____ _____ Inquiry-based laboratories
    _____ _____ Inquiry-based field projects
    _____ _____ Teaching portfolios
    _____ _____ Other:
         
5.
 Which of the following factors have been significant barriers in your efforts to improve the learning experiences of your students?

Please use the following scale:
   
4
 highly significant barrier
   
3
 significant barrier
   
2
 marginal barrier
   
1
 not a barrier
           
  _____ Student resistance to change
  _____ Faculty (or peer) resistance to change
  _____ Pressure to cover expected amount of content
  _____ Balancing teaching with other professional activities
  _____ Structural barriers (e.g., physical constraints on location, arrangement of room, etc…)
  _____ Risks inherent to changing teaching practice
(please identify):
  _____ Lack of knowledge about how to change teaching
  _____ Lack of confidence in ability to change teaching
  _____ Lack of motivation to change teaching
  _____ Other (please specify):
           
VI.
 Your Role as a Leader in Undergraduate Education
           
6.
 We are interested in knowing more about your experience and success related to developing, leading, and managing education projects. Using a scale of 5-1 (5 = highest rating; 1= lowest rating), please rate your level of first-hand experience and degree of success with each of the following:
           
  _____ If you have not participated in any education projects, please check here and continue to the next question.
           
  Experience Success  
  _____   _____   Planning, writing and submitting grant proposals
  _____   _____   Maintaining communication with colleagues about a project's progress
  _____   _____   Taking leadership of a project team
  _____   _____   Working with people from different disciplines than your own
  _____   _____   Handling matters regarding: responsible conduct of research, human subjects in research, intellectual property, etc...
  _____   _____   Writing or speaking to the general public about your project's mission or outcomes
           
7.
 What role, if any, do you believe your institution, professional societies, or other organizations should play in developing faculty capacity as leaders in educational improvement efforts? Also note how, if at all, these organizations are meeting these expectations.
8.
 Please describe any goals you have to participate in or initiate activities that extend beyond your own courses to improve the quality of education for students at your institution.
VII.
 Teaching Philosophy
           
9.
 Which phrase best describes your confidence about your current level of preparation as a teacher?
   
_____
 Extremely Confident
   
_____
 Somewhat Confident
   
_____
 Somewhat Unconfident
   
_____
 Extremely Unconfident
           
  Explain:
           
10.
 Please describe the major concerns that drive your efforts to improve the quality of your students' learning.
11.
 When a course you teach is successful, how are your students different as a result (e.g., in terms of what they know, what they are able to do, habits of mind, attitudes)?
12.
 There is consensus that active, inquiry-based learning "is a good thing". However, the challenge is to make meaning of that concept so that it guides and informs our teaching practice. Throughout [program name], we will use active, inquiry-based learning in a multitude of ways. At this point in time, please describe what "active, inquiry-based learning" means to you.