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,

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]

907-786-4645

www.uaa.alaska.edu/cafe

 

 

 

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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