Teacher/Faculty Workshop Evaluations
Instrument 10: Workshop Evaluation
Form
Project: Workshop on Plant Reproductive Biology
Rocky Mountain Biology Laboratory
Funding Source: NSF: Undergraduate Faculty Enhancement (DUE)
Purpose: To evaluate each participant's response
to the 2-week biology workshop
Administered To: Faculty who attended the
2-week long training in plant reproductive biology and who
teach biology to undergraduate students
Topics Covered:
- Attitudes & Beliefs (Teacher/Faculty): content,
impact, methods
- Facilities: accommodations, food
- Impact on Outcomes: knowledge, teacher
attitudes
- Plans & Expectations (Teacher/Faculty): project
impact
- Project Development/Continuation: activities,
materials, recruitment
- Self-Assessment (Teacher/Faculty): confidence
- Workshop Evaluation: areas for program improvement,
content, endorsement, materials, organization, practical
value, rigor, satisfaction
Format/Length: 20 open-ended questions
Workshop Evaluation Form, August 21, 1996
I. Workshop content
- What techniques or concepts were covered that you don't
think needed to be?
- What techniques or concepts were not covered that you
think should have been?
- Comment on the balance between advanced conceptual/theoretical
material (which was mostly intended to increase your sophistication)
and more basic techniques and canned exercises (which were
mostly intended to provide you with directly useful classroom
projects).
- Do you feel confident that you are now familiar with recent
advances in plant reproductive biology?
- Were individual research projects worthwhile and relevant
to your goals? Or would the time have been better used for
more presentations by workshop staff?
- We intended to stress topics that we feel are well-suited
to undergraduate labs (e.g., constancy) and to de-emphasize
more esoteric ones (e.g., evolution of mating systems).
It is good or bad?
- Were you exposed to new techniques or concepts through
this workshop?
- Additional comments/suggestions about content?
II. Utility of
the workshop for your teaching
- Will this workshop lead to the development of any new
courses or programs at your school, or the enhancement of
existing ones?
- Can you incorporate the material from this workshop in
your classes?
- Additional comments/suggestions about utility?
III. Logistics
- Was the scheduling of activities appropriate? Should we
schedule breaks differently? Too much material too fast?
More free time?
- What additional supplies or materials should we provide
next year (e.g., insect reference collections, Mac computers,
software, tools, chemicals, etc.)?
- Can you suggest places where we should advertise next
year's workshop?
- Did you have ample time to interact with the workshop
leaders?
- Additional comments/suggestions about logistics?
IV. Overall
- Would you recommend this workshop to a colleague?
- Were the meals satisfactory?
- Comments about housing and other facilities?
V. Future Workshop
If we're funded for next year we would like to figure out
how to schedule around the Ecological Society's annual meeting
11-16 August. There isn't time for a 2-week workshop after
the EAS meeting, and we can't hold the workshop at RMBL before
the ESA meeting because of conflict with summer classes (no
classroom or housing). If we were to condense this workshop
to 8-10 days, what should we cut out?? The individual projects?
Field trips? Lectures? Make it more demonstration- oriented?
Start a few days before the ESA meeting and then take a break
to go to Albuquerque? We'd welcome other ideas and might try
to discuss this briefly with you as group.
|
 |
