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Student Course Evaluations

Instrument #: End-of-Semester College 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:

  • Background Characteristics & Activities (Student): prior coursework
  • Course Evaluation: effectiveness, methods, instructor, assignments
  • Instructional Practice: methods, instructional approach, materials, assessment, laboratory activities, classroom activities, assignments
  • Plans & Expectations (Students): education plans, academic performance

Format/Length: 110 closed-ended items

End-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 fill in your responses using a no. 2 pencil on the separate bubble sheet.
BACKGROUND:

  1) semesters of high school chemistry: 0 (fill in bubble 1) 1 (fill in bubble 2) 2 fill in bubble 3)
    3 (fill in bubble 4) over 3 (fill in bubble 5)  
  2) years of high school math: 0 (fill in bubble 1) 1 (fill in bubble 2) 2 (fill in bubble 3)
    3 (fill in bubble 4) over 3 (fill in bubble 5)  

 

For each group of factors below please fill in a number of the bubble sheet to indicate the relative impact of each factor of your LEARNING overall in this course.

  relative impact on your LEARNING overall
  PEOPLE
not applicable
negative
neutral
positive
Very positive
3) professor
1
2
3
4
5
4) TA/lab instructor
1
2
3
4
5
5) friends/informal groups
1
2
3
4
5
6) Workshop leader
1
2
3
4
5
7) Tutor
1
2
3
4
5

 

  relative impact on your LEARNING overall
  ACTIVITIES/MATERIALS
not applicable
negative
neutral
positive
Very positive
8)       lecture-- overall
1
2
3
4
5
9)                   -- problems worked in class
1
2
3
4
5
10)                   -- demonstrations
1
2
3
4
5
11)                   -- exams
1
2
3
4
5
12)                   -- modular approach
1
2
3
4
5
13)                   -- homework
1
2
3
4
5
14)           labs-- overall
1
2
3
4
5
15)                   -- lab prelab lecture
1
2
3
4
5
16)                   -- lab handouts
1
2
3
4
5
17)  workshop-- overall
1
2
3
4
5
18)                   -- workshop materials
1
2
3
4
5
19)          other-- tutoring session
1
2
3
4
5
20)                   -- the textbook
1
2
3
4
5
21)                   -- module workbooks
1
2
3
4
5
22)                   -- special projects
1
2
3
4
5

 

For each group of factors below please fill in a number on the bubble sheet to indicate the relative impact of each factor on your CONFIDENCE in your ability to understand and do chemistry.

  relative impact on your CONFIDENCE overall
  PEOPLE
not applicable
negative
neutral
positive
Very positive
23) professor
1
2
3
4
5
24) TA/lab instructor
1
2
3
4
5
25) Workshop Instructor
1
2
3
4
5
26) friends/informal groups
1
2
3
4
5
27) Chemistry Tutor
1
2
3
4
5

 

  relative impact on your CONFIDENCE overall
  ACTIVITIES/MATERIALS
not applicable
negative
neutral
positive
Very positive
28)       lecture-- overall
1
2
3
4
5
29)                   -- worked problems
1
2
3
4
5
30)                   -- demonstrations
1
2
3
4
5
31)                   -- exams
1
2
3
4
5
32)                   -- quizzes
1
2
3
4
5
33)                   -- homework
1
2
3
4
5
34)           labs-- overall
1
2
3
4
5
35)                   -- lab prelab lecture
1
2
3
4
5
36)                   -- lab handouts
1
2
3
4
5
37)  workshop-- overall
1
2
3
4
5
38)                   -- workshop materials
1
2
3
4
5
39)          other-- tutoring sessions
1
2
3
4
5
40)                   -- the textbook
1
2
3
4
5
41)                   -- module workbooks
1
2
3
4
5
42)                   -- special projects
1
2
3
4
5

 

Please compare your INTEREST levels in the areas below BEFORE and AFTER taking this course. (Fill in a number on the bubble sheet for each row.)

INTEREST IN...
 
interest level
 
   
low
high
  science in general . . . . . . . . . . . . . . . . . . . . . 43)                before
1
2
3
4
5
 
44)                after
1
2
3
4
5
 
chemistry in general . . . . . . . . . . . . . . . . . . .
 45)                before
1
2
3
4
5
    46)                after
1
2
3
4
5
 
taking more chemistry . . . . . . . . . . . . . . . . .
47)                before
1
2
3
4
5
    48)                after
1
2
3
4
5
 
pursuing a chemistry-related major . . . . .
49)                before
1
2
3
4
5
    50)                after
1
2
3
4
5
 
pursuing a science-related field. . . . . . . . .
51)                before
1
2
3
4
5
    52)                after
1
2
3
4
5
 
working with a others to learn science . . .
53)                before
1
2
3
4
5
 
54)                after
1
2
3
4
5

 

Please assess your CONFIDENCE levels in the areas below AFTER attending this course. (Fill in the appropriate number on the bubble sheet).

CONFIDENCE IN YOUR ABILITY TO...
confidence level
   
low
      
high
55) understand key concepts of chemistry
1
2
3
4
5
56) solve chemistry problems
1
2
3
4
5
57) understand the chemistry of lab experiments
1
2
3
4
5
58) perform lab experiments
1
2
3
4
5
59) visualize key concepts of chemistry
1
2
3
4
5
60) apply your knowledge of chemistry to          
  the real world
1
2
3
4
5
61) understand other areas of science
1
2
3
4
5
62) succeed in this chemistry course
1
2
3
4
5
63) succeed in a chemistry-related discipline
1
2
3
4
5

 

64)
 What grade do you expect in this course?   For...  
C
B
AB
A
other
    Fill in...    
1
2
3
4
5

 

Please rate the relative importance of each of the factors below in terms how you might approach solving a difficult chemistry problem: (Fill in the appropriate number on the bubble sheet.)

   
not very important
  
very important
not applicable
65) working on your own
1
2
3
4
5
66) doing similar homework problems
1
2
3
4
5
67) reading sample problems in the text
1
2
3
4
5
68) reading explanations in the text
1
2
3
4
5
69) asking your instructor (out of class)
1
2
3
4
5
70) asking your instructor (during class)
1
2
3
4
5
71) working in workshop groups (during workshop)
1
2
3
4
5
72) working in course organized groups (out of class)
1
2
3
4
5
73) working with friends/informal groups
1
2
3
4
5

 

Please rate the relative importance of each of the factors below in terms how you might approach grasping difficult concepts in chemistry: (Fill in the appropriate number on the bubble sheet.)

   
not very important
  
very important
not applicable
74) lab experiments
1
2
3
4
5
75) working on your own
1
2
3
4
5
76) doing homework problems
1
2
3
4
5
77) reading sample problems in the text
1
2
3
4
5
78) reading explanations in the text
1
2
3
4
5
79) asking your instructor (out of class)
1
2
3
4
5
80) asking your instructor (during class)
1
2
3
4
5
81) working in workshop groups (during workshop)
1
2
3
4
5
82) working in course organized groups (out of class)
1
2
3
4
5
83) working with friends/informal groups
1
2
3
4
5

 

For each statement please fill in one number on the bubble sheet which best represents your view.

  LAB EXPERIMENTS
strongly disagree
 
strongly agree
84) The labs helped me understand important concepts in this course.
1
2
3
4
5
85) The labs were an effective way to learn laboratory procedures.
1
2
3
4
5
86) The labs related well to the lecture material.
1
2
3
4
5
87) My TA was effective in helping me learn from the labs.
1
2
3
4
5
88) My lab partners were effective in helping me larn from the labs.
1
2
3
4
5
89) I understood the chemistry concepts behind the labs before I did
1
2
3
4
5
  them.          
90) Eventually, I understood the chemistry behind the labs.
1
2
3
4
5
91) Often, enough time was not allowed for labs.
1
2
3
4
5
92) Usually, everyone in my lab group contributed about equally.
1
2
3
4
5
93) I would have learned more if I had done the labs on my own.
1
2
3
4
5
94) I was an effective contributor to my lab group.

1
2
3
4
5
95) While doing the lab, I sometimes thought about the concepts the
1
2
3
4
5
  lab illustrated.          

 

  WORKSHOPS
strongly disagree
 
strongly agree
96) The Workshops were an effective way to learn key chemistry
1
2
3
4
5
  concepts.          
96) Often, enough time was not allowed for Workshops.
1
2
3
4
5
98) My Workshop Instructor was effective in helping me learn from the
1
2
3
4
5
  Workshops Problems.          
99) Often, the Workshop Problems were so hard they were a waste of
1
2
3
4
5
  time.          
100) Doing the Workshop Problems increased my confidence that I
1
2
3
4
5
  could succeed in this course.          
101) My group was effective in helping me learn from the Workshop
1
2
3
4
5
  Problems.          
102) Usually, everyone in my Workshop group contributed about
1
2
3
4
5
  equally.          
103) I would have learned more if I had done the Workshop
1
2
3
4
5
  Problems on my own.          
104) While doing the Workshop Problems, I sometimes felt that my
1
2
3
4
5
  group was dominated by one or two people.          
105) I was an effective contributor to my Workshop group.
1
2
3
4
5

 

GENERAL: (Fill in the appropriate response)

   
Not confident
  
Very confident
106) I am confident that I learned the material in Chem 132 well
1
2
3
4
5
  enough to be prepared for Chem 140 or Chem 133          
107) I am confident that I am prepared for Chem 140 or 133,
1
2
3
4
5
  regardless of who teaches it          

 

108) I am planning to take Chem 140 or 133
for...
no
yes
   
fill in...
1
2
    

 

109) average hours each for...
10-5 hr.
5-10 hr.
10-15 hr.
15-20 hr.
over 20 hr.
  week spent on this  
  course: fill in...
1
2
3
4
5

 

 
definitely not recommend
definitely recommend
110) Would you recommend this course to a friend?
1
2
3
4
5

 

THANK YOU!