This survey is part of a nationwide effort to assay faculty
perspectives about teaching quantitative reasoning and skills.
It is supported by the National Science Foundation. All faculty
in disciplines that employ quantitative methods are invited
to complete the survey. Please take a few minutes to answer
honestly and thoughtfully. Your responses are very important
to the research and will be treated with great respect and
confidentiality.
Please complete with a #2 pencil:
Strongly
agree
Agree
Neutral
Disagree
Most students come to my courses with quantitative
skills they need.
1
2
3
4
Using technology in the classroom confuses students
more than it helps them.
1
2
3
4
I use technology (e.g., WWW, graphing calculators,
computers) to teach quantitative material.
1
2
3
4
My institution makes it easy for me to use technology
in my teaching.
1
2
3
4
The average student in my classes will be able to
apply quantitative skills effectively after graduation.
1
2
3
4
Lecture is usually the most effective way to present
quantitative subject matter.
1
2
3
4
I use group activities in my teaching.
1
2
3
4
Colleagues in my department support efforts to develop
innovative instructional methods.
1
2
3
4
We need to improve the way quantitative skills are
taught at this institution.
1
2
3
4
My job as insructor is to create a situation where
students can discover important concepts for themselves.
1
2
3
4
My institution provides faculty with resources for
developing innovative instruction.
1
2
3
4
Most students completing my course really understand
the key ideas.
1
2
3
4
Group activities help students learn mathematics.
1
2
3
4
In the last three years, I have taught collaboratively
with an instructor outside my discipline.
1
2
3
4
At my institution, ineffective teaching is no bar
to professional advancement.
1
2
3
4
I am often frustrated with my lack of effectiveness
in reaching students.
1
2
3
4
Students grasp mathematical concepts most easily
when they are introduced in the context of an application.
1
2
3
4
My institution rewards innovative teaching methods
and curriculum development.
1
2
3
4
We need to increase our use of technology in teaching
quantitative skills.
1
2
3
4
With my average student, it is best to focus on
teaching algorithms rather than concepts.
1
2
3
4
I use complex real-life applications to teach quantitative
material.
1
2
3
4
In my department, we need more discussion of pedagogical
issues.
1
2
3
4
During the last term, I discussed innovative teaching
strategies with my colleagues.
1
2
3
4
We need to improve how quantitative skills are assessed
at this institution.
1
2
3
4
Demographic Information
Please indicate your department (Mark all that apply):
Please fill in today's date:
MM -
DD -
YR -
____
____
____
How many years have you been teaching? _______
How many years haveyou been at College? _______
How old are you? _______
Please indicate your rank:
Lecturer
Assistant Professor
Associate Professor
Professor
Adjunct Faculty (all ranks)
Visiting Faculty (all ranks)
Please indicate your level of involvement with the
Mathematics Across the Currciulum project:
Principal Investigator
Participating Faculty
Nonparticipating Faculty
Please fill in the last six digits of your Social Security
Number. This enables us to match surveys from the beginning
and end of the study. It does not enable us to identify
you. _ _ _ _ _ _
OPTIONAL: If you would like, please write your name
here: ________________________
We are interested in the teaching and learning of quantitative
reasoning and skills at the college level. If you have comments
about how mathematics is taught or used in your field, in
your department, or in the College at large, or about student
abilities or attitudes, we invite you to offer them in the
space below. Thank you.
