Faculty Survey

By filling out this survey prior to the workshop, you are helping us achieve three goals:

• We hope to understand more about who is coming to our workshop so that we can best target and refine the sessions we offer;
• We want to understand how effective the workshop is in helping you design or redesign a course or courses; and
• In combination with survey results from other, related projects, we are assembling a large database about faculty practices in course design and teaching.

We will use your anonymized responses to this survey to better target the workshop you attend. In addition, you will receive a follow-up survey one year after you attend the workshop, and we will compare pre- and post-workshop results for change.

Thank you in advance for your thoughtful responses.

Name:

Email:

SECTION 1: Collaboration and Learning about Teaching1. How do you learn about new teaching methods? Check all that apply
Professional meetings or workshops
Publications
Discussions with other faculty members in my department
Discussions with other colleagues on campus
Colleagues outside my institution that I met through my interest in teaching
Discussions with colleagues at other institutions within my discipline
Discussions with colleagues at other institutions outside of my discipline
Online resources
My own research
Learning and Teaching Center
None of the above

2. How frequently do you:
A. Read literature about teaching and learning that is relevant to the courses you teach?
Please select one Never A few times throughout my career A few times per year A few times per semester Weekly or more often

B. Sit in on a colleague's class (any class) to get/share ideas for teaching?
Please select one Never A few times throughout my career A few times per year A few times per semester Weekly or more often

C. Discuss how to teach a course with colleague(s)?
Please select one Never A few times throughout my career A few times per year A few times per semester Weekly or more often

3. During the last academic term, have you communicated with colleagues in your department about the following? Check all that apply
New ideas in pedagogy
How to assess student learning
New ideas for a course design
How well we are preparing students for careers
How well we are preparing students for life on a finite planet
None of the above

SECTION 2: Teaching in your courseFor this next set of questions, we would like for you to think about the course that you plan to work on during the workshop. Please pick a single course and answer the following questions about that course.

4. What is the name of the course?


6. In this course, please estimate the overall percentage of class time spent on student activities, questions, and discussion.
Your response must be between 0 and 100. (3-digit number) Only numbers may be entered in this field.


7. In your course, please indicate how frequently you used the following teaching strategies:
A. Traditional lecture
Please select one Never Once or twice Several times Weekly Nearly every class

B. Lecture with demonstration
Please select one Never Once or twice Several times Weekly Nearly every class

C. Lecture in which questions posed by instructor are answered by individual students (e.g. professor calls on individual students)
Please select one Never Once or twice Several times Weekly Nearly every class

D. Lecture in which questions posed by instructor are answered simultaneously by the entire class (e.g. students vote using cards or electronic response systems)
Please select one Never Once or twice Several times Weekly Nearly every class

E. Small group discussion or think-pair-share
Please select one Never Once or twice Several times Weekly Nearly every class

F. Whole-class discussions
Please select one Never Once or twice Several times Weekly Nearly every class

G. In-class exercises
Please select one Never Once or twice Several times Weekly Nearly every class

9. In setting goals for your course, how important are each of the following?

A. Developing students' interpersonal skills including the ability to work in groups
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

B. Increasing students' awareness of the utility of learning about the Earth in addressing important societal challenges
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

C. Developing students' abilities to address problems by combining their understanding of the Earth system with insights from other disciplines (e.g., economics, humanities, law, policy, engineering, cognitive science, computer science)
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

D. Providing authentic experiences for students that simulate or emulate professional activities
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

E. Increasing student understanding of the nature and methods of geoscience
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

F. Increasing student interest in a career related to the Earth or environment
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

G. Developing students' abilities to use data related to the Earth
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

H. Increasing students' abilities to use systems thinking in relationship to the content of the course
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

I. Motivating students to take action addressing environmental or resource challenges
Please select one Not addressed in this course Minor part of this course Somewhat important part An important part of this course Most important part of this course

SECTION 3: Student Learning in Your Course
10. In your course, please indicate the types of strategies you use that address student attitudes, motivations, and comfort that you believe have the largest impact on student learning. Check all that have a significant impact
A. I do not believe that student attitudes, motivations, and comfort have an impact on student learning
B. Designing activities that motivate my students
C. Providing opportunities for low-stakes practice before high-stakes assignments, activities, or exams
D. Including activities that allow students to get to know one another
E. Using group projects, field work, or other activities that promote teamwork and collaborative learning
F. Including content that is relevant to students' experience and concerns
G. Providing opportunities for students to reflect and improve on their learning
H. Fostering a comfortable learning environment
None of the above
Other
If other:


11. In your course, did you assess: Check all that apply
A. Student preparedness for upcoming classroom instruction
B. Mastery of key Earth science skills (e.g. map making; reading phase diagrams)
C. Students' awareness that learning about the Earth is important in addressing societal challenges
D. Students' ability to address problems by combining their understanding of the Earth system with insights from other disciplines (e.g., economics, humanities, law, policy, engineering, cognitive science, computer science)
E. Development of nature and methods of geoscience
F. Development of communication skills
G. Development of interpersonal skills including the ability to work in groups
H. Understanding the major topics covered in the course
I. Depth of understanding in one of several foci of the courses
J. Students' ability to use data related to the Earth
K. Students' ability to use concepts and skills from the course in new situations
L. None of the above

NAGT website
18. Have you used the NAGT website?

No
Yes
I don't know

19. If yes, how have you used the NAGT website? (check all that apply)
A. To find teaching materials for a course
B. To find information about geoscience workforce preparation
C. To learn more about strengthening departments or programs
D. To find information about a workshop
E. To become a member or learn more about membership
F. To access NAGT publications
Other
(please describe the other ways you have used the website)

Name Email