These are really great suggestions. Thanks.
Sent from my iPad
On Apr 7, 2016, at 7:52 PM, Diann Martin <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I agree that the questions could be tailored to the TBL model. For example
* the method of class delivery TBL was explained throughly throughout the course
* the evaluations RICs were reflective of the prework before group sessions
* the team assignments were appropriate and flexible when needed
* group and team work assignments were engaging and supported learning
* the learning outcomes and course objectives were met in the TBL method
* the instructor was comfortable and knowledgeable about the TBL process
* I would enjoy taking other courses using the TBL approach
* Comment on program strengths and areas for improvement
I hope this helps, Diann Martin, RN PhD
-----Original Message-----
From: Amanda Rees <[log in to unmask]<mailto:[log in to unmask]>>
To: TEAMLEARNING-L <[log in to unmask]<mailto:[log in to unmask]>>
Sent: Wed, Apr 6, 2016 7:21 pm
Subject: Re: Course Evaluations
JeeHae
I was just about to send out the same email. I hope you'll consider sharing your findings
Manda
Sent from my iPhone
On Apr 6, 2016, at 5:44 PM, JeeHae Nam <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hello everyone,
I have a question about course evaluations. This was my first year trying to implement TBL into my course. However, given the different nature of the class and poor structure, I feel that the traditional course evaluation questions are not as applicable. I am pasting below the usual questions that are asked of students university-wide at Boston College. I am thinking that I would want to include more process-oriented questions, but I wanted to ask the group on thoughts and recommendations.
Any thoughts or examples would be appreciated!
PART A
Note to students: Responses to Part A are anonymously reported to the faculty member, the department chair, the deans, and made available in summary form to other students.
Instructor
1. Which of the following statements apply to this instructor?
a. The instructor was prepared.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
b. The instructor was available for help outside of class.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
c. The instructor returned assignments/tests conscientiously.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
d. The instructor showed enthusiasm about the subject matter.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
e. The instructor stimulated interest in the subject matter.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
f. The instructor’s explanations were clear.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
g. The instructor treated students with respect.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
2. How would you rate this instructor overall as a teacher?
Excellent
Very Good
Good
Fair
Poor
Course
3. Which of the following statements apply to this course?
a. The course was well organized.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
b. The course generally followed the syllabus.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
c. Class attendance was necessary for learning the course material.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
d. The course was intellectually challenging.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
e. Compared to similar courses (i.e. core, major, etc.), this course required:
Much More Effort
More Effort
About the Same Effort
Less Effort
Much Less Effort
4. How would you rate this course overall?
Excellent
Very Good
Good
Fair
Poor
PART B
Note to students: Responses to the open-ended questions are anonymously reported to the instructor, the department chair, and the deans.
1. What are the strengths of this course? 2. How could the instructor improve the course? 3. Would you recommend this course to other students, majors etc.? Why or why not? 4. Additional comments:
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