Student Attitude Surveys
Instrument 11: Beginning-of-Semester College Chemistry Course Interview
Project: Sparky IntroChem: A Student-Oriented Introductory Chemistry Course
Western Carolina University
Funding Source: NSF - Undergraduate Education ( DUE)
Purpose: To assist faculty in understanding the effects of course innovation on student learning experience
Administered To: Undergraduate students in introductory college chemistry course
Topics Covered:
- Attitudes & Beliefs (Student): knowledge, understanding, performance, practical value, confidence, method, assignments, collaboration, instructional practice
- Self Assessment (Student): confidence, content knowledge, understanding, skills, performance
Format/Length: 31 closed-ended questions
Beginning-of-Semester
College Chemistry Course Survey
developed by
The Learning through Evaluation, Adaptation and Dissemination (LEAD) Center
University of Wisconsin Madison
adapted for use in Chemistry 132 at Western Carolina University
Spring Semester 2001
Chemistry Course Survey Consent Form for Students
The Chemistry Department is conducting a survey of some of our undergraduate courses. The
survey is designed to assist faculty in understanding the effects of course innovations on
students' learning experiences and may lead to improvements in the teaching of chemistry nationwide.
We are asking students who are enrolled in the participating lectures to complete a brief
survey about their learning experiences in the course. The survey should take about ten minutes
to complete. In order to correlate responses with demographic data and measures of achievement
we are asking you to write your Student I.D. number on the survey.
All student responses will be held strictly confidential. We will generalize about student responses
so as to obscure the identity of any particular students before reporting any survey findings. We may
publish papers based on the results of this survey, but these materials will contain no information
that would identify particular students.
Participation is completely voluntary. (Students choosing not to participate may simply return a
blank survey). Refusal to participate will have no effect on your grade. There are no formal benefits
or risks associated with participation.
Any questions you have you may ask now, or you may call Dr. Royce S. Woosley, at 227-3667. I have
read the above and give my consent to participate in the study.
Signature ____________________________________________ Date ___________________
STUDENT I.D. Number ____________________________________________
(Please write your I.D. both here and fill it in on the upper left corner of
the "bubble" sheet) |
We wish to thank you for participating in this national study of how students learn in college
chemistry courses. The questions in the survey are intended to help researchers understand your
experiences in the chemistry course in which this survey is being administered. Your thoughtful
responses to the questions in this survey will enable us to help faculty across the nation improve
chemistry education.
Copies of this consent form can be obtained at 231 Natural Sciences.
Please assess your CONFIDENCE levels in the areas below
BEFORE attending this course. (Fill in the appropriate
number on the bubble sheet.)
| |
CONFIDENCE IN YOUR ABILITY TO . . . |
confidence level
|
| |
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low
|
|
|
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high
|
| 1. |
understand key concepts of chemistry . . . |
1
|
2
|
3
|
4
|
5
|
| 2. |
solve chemistry problems . . . |
1
|
2
|
3
|
4
|
5
|
| 3. |
understand the chemistry of lab experiments . . . |
1
|
2
|
3
|
4
|
5
|
| 4. |
perform lab experiments . . . |
1
|
2
|
3
|
4
|
5
|
| 5. |
visualize key concepts of chemistry . . . |
1
|
2
|
3
|
4
|
5
|
| 6. |
apply your knowledge of chemistry to the real world . . . |
1
|
2
|
3
|
4
|
5
|
| 7. |
understand other areas of science . . . |
1
|
2
|
3
|
4
|
5
|
| 8. |
succeed in Chemistry 132 . . . |
1
|
2
|
3
|
4
|
5
|
| 9. |
succeed in a chemistry-related field . . . |
1
|
2
|
3
|
4
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5
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| |
|
|
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| 10. |
What grade do you expect in this course? |
For . . . |
B-
|
B
|
B+
|
A-
|
A
|
| |
|
Fill in . . . |
1
|
2
|
3
|
4
|
5
|
Please indicate how important you believe the following factors will be to your learning chemistry in this course: (Fill in the appropriate number on the bubble sheet.)
| |
|
not very important
|
|
|
very important
|
don't know
|
| 11. |
the professor |
1
|
2
|
3
|
4
|
5
|
| 12. |
the TA |
1
|
2
|
3
|
4
|
5
|
| 13. |
attending lecture |
1
|
2
|
3
|
4
|
5
|
| 14. |
attending workshop |
1
|
2
|
3
|
4
|
5
|
| 15. |
live chemical demonstrations in lecture |
1
|
2
|
3
|
4
|
5
|
| 16. |
video-taped chemistry demonstrations |
1
|
2
|
3
|
4
|
5
|
| 17. |
video animation of chemical concepts |
1
|
2
|
3
|
4
|
5
|
| 18. |
the professor stopping lecture to allow students to discuss concepts |
1
|
2
|
3
|
4
|
5
|
| 19. |
having a detailed course syllabus |
1
|
2
|
3
|
4
|
5
|
| 20. |
working on your own |
1
|
2
|
3
|
4
|
5
|
| 21. |
doing homework problems |
1
|
2
|
3
|
4
|
5
|
| 22. |
doing additional non-required exercises |
1
|
2
|
3
|
4
|
5
|
| 23. |
reading sample problems in the text |
1
|
2
|
3
|
4
|
5
|
| 24. |
reading explanations in the text |
1
|
2
|
3
|
4
|
5
|
| 25. |
talking with your professor |
1
|
2
|
3
|
4
|
5
|
| 26. |
talking with your TA |
1
|
2
|
3
|
4
|
5
|
| 27. |
interacting with your professor by e-mail |
1
|
2
|
3
|
4
|
5
|
| 28. |
working in groups in discussion |
1
|
2
|
3
|
4
|
5
|
| 29. |
working in groups in lab |
1
|
2
|
3
|
4
|
5
|
| 30. |
working with friends (out of class) |
1
|
2
|
3
|
4
|
5
|
| 31. |
performing lab experiments |
1
|
2
|
3
|
4
|
5
|
Thank you for your participation!
|
