The Self-Determination Theory website offers a Learning Climate Questionnaire that has been used to measure the extent to which an educational setting, such as a class, promotes an autonomy orientation. An autonomy orientation (in a person) is evidenced by a sense of choice/volition in an activity/project that one is engaged in. It is closely related to intrinsic motivation and a student-centered learning approach. Some environments, whether they be school or work, tend to promote this orientation, others tend to retard it. I tested this questionnaire (LCQ) yesterday in my Group Processes class and I thought that most of the questions were very compatible with TBL. You can register at the website above for free and download the 15-item questionnaire (there is also a 6-item version). Here are several of the items that I thought were most appropriate:

I feel that my instructor provides me choices and options.

I am able to be open with my instructor during class.

My instructor made sure I really understood the goals of the course and what I need to do.

My instructor encouraged me to ask questions.

My instructor answers my questions fully and carefully.

--Nick

Nicholas DiFonzo, Ph.D.

Professor of Psychology

Department of Psychology

18 Lomb Memorial Drive

Room 1-2363

Rochester Institute of Technology

Rochester, NY 14623 USA

[log in to unmask]*

Phone: 585-475-2907

Skype: nicholas.difonzo

Faculty Website*Personal Website

Rumor Psychology: Social & Organizational Approaches

The Watercooler Effect: A Psychologist Explores the Extraordinary Power of Rumors

Rumor-Gossip-Research Google Group

*Note: I typically process my email to zero around 10 AM and 4 PM each weekday.

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of JeeHae Nam
Sent: Wednesday, April 06, 2016 5:45 PM
To: [log in to unmask]
Subject: Course Evaluations

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:

To unsubscribe from the TEAMLEARNING-L list, please click here.

Further information about the UBC Mailing Lists service can be found on the UBC IT website.