What about including questions designed to get at the ways the group/team process has contributed to student understanding of the material? I like forward-looking questions, too, the kind that get them to thinking about what the experience has taught them and how they’ll use that in the future. Perhaps something of this nature…
1. Interaction with other students in a team context has ________ my learning this semester:
positively influenced
had neither a positive nor negative influence on
negatively influenced
2. Provide one example of a time when your learning was influenced by the contribution of another student:
___________________________________________________________
3. My contributions during team interactions hav ________ the learning experiences of other students this semester:
positively influenced
had neither a positive nor negative influence on
negatively influenced
4. Provide one example of a time when you believe your contribution(s) to the group/team process influenced the learning of another student:
___________________________________________________________
5. Identify the most beneficial thing you have learned about team interactions as a result of working in TBL this term. How will it be useful to you in future interactions in purpose-driven groups or teams in your personal or professional life in the future?
___________________________________________________________
On #2 and 4 above, note that I’ve intentionally excluded positive and negative. They could opt for either one. For example, someone might say “I was able to share my knowledge of Subject X with my team,” but someone else could say “I think my repeated absence from class hurt my team. This was mentioned in the evaluations from my teammates.” Both are valid insights.
All my best,
[cid:image001.jpg@01D028F8.7F6C7880]
Shawnalee A. Whitney
Interim Director, Center for Advancing Faculty Excellence (CAFE)
Associate Professor, Journalism and Communication
University of Alaska Anchorage
3211 Providence Drive
Anchorage, AK 99508
[log in to unmask]<mailto:[log in to unmask]>
907-786-4645
www.uaa.alaska.edu/cafe<http://www.uaa.alaska.edu/cafe>
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Amanda Rees
Sent: Wednesday, April 06, 2016 4:07 PM
To: [log in to unmask]
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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