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Introduction:
Preamble (to be completed)
1. Please rate the following statements related to undergraduate teaching by their level of
importance to being an effective teacher of undergraduate students:
Understanding how students learn a particular subject
Not at all important Very important
Promoting interest in the subject matter
Not at all important Very important
Understanding what motivates students to learn the course material
Not at all important Very important
Conveying enthusiasm for the subject
Not at all important Very important
Providing relevant, real life examples of the concept you are teaching
Not at all important Very important
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General attitudes towards teaching
2. The following are some statements about your attitudes, beliefs and approaches towards undergraduate teaching.
Please rate your level of agreement with each of the statements based on your own attitudes and opinions.

Don't know
Strongly
Disagree
Disagree Neutral Agree Strongly Agree
To teach effectively requires knowing how
students learn a subject and not just
knowing the subject
Learning is a social activity
Learning can be facilitated through the use
of social interaction among students
It is important for instructors to explicitly
address any preconceptions of students
(cultural biases, past learning experiences,
etc.) in their learning
An instructor is responsible for engaging
students in a subject
An instructor is responsible for motivating
students
Interactive learning techniques are very
helpful in teaching effectively
Traditional lecturing is a very effective
teaching method
I regularly involve students in the learning
process
I encourage interaction/interactive learning
during my class time
I regularly review and change, as needed,
my teaching techniques to match the needs
of the students
My student's success is my success
Even without more resources, I believe it is
possible to improve the effectiveness of my
teaching
An instructor is responsible for preparing
students for their future career
Problem-based learning is a very effective
way to teach a student
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An instructor has been successful if
students retain the important concepts of
the class for the long-term
An instructor is responsible for providing
students with useful feedback
I regularly interact with my students outside
of the class/lecture
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Lecture
Lab / Studio
Tutorial
Seminar/reading group
Field-based (field work)
Discussion Group
Scheduled drop-in sessions or group collaboration sessions
Hybrid (i.e. partly on-line, partly face-to-face)
Fully on-line
Real-time assessments (such as, clickers, two-minute memos)
Other format (please specify) or additional information regarding your
selection
Goals or learning objectives articulated to students
Readings from texts written for college students and college courses
Articles or chapters from scholarly literature
Readings from popular press or journalist accounts
Lecture notes
Worked examples or other sample assignments/papers/exams given as
models
Animations or simulations; film, video, or audio materials; websites or
internet sources
Student wikis, discussion boards, blogs, or journals with little or no
contribution from you
Student wikis, discussion boards, blogs, or journals WITH significant
contribution from you or your TA
Other supporting materials (please specify) or additional information
regarding your selection
For the next set of questions, consider one undergraduate course you have been teaching this
term or have recently taught.
We would prefer you to pick the largest undergraduate course. If you did not teach an undergraduate course in the past year, consider a graduate course
you taught.
3. Course Name and Number:
4. Estimated number of students enrolled in the course:
5. The format of your course included (check all that occurred in a typical week):
6. Supporting materials and sources provided for students: (Check all that occurred in a typical week)
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7. Instructional Methods
Think about a recent typical week in your course, please drag the marker to indicate the approximate percentage of class-time spent on the
following:
Lecture
0% 100%
Ask for and respond to student questions, whole class discussion, or small group discussion
0% 100%
Informational video or demonstrations to illustrate concepts related to lecture or reading materials
0% 100%
Video, demonstrations, or simulations to prompt discussion or analysis
0% 100%
Problem solving activities or hands-on work (e.g. lab experiments, practice, studio time, field work, etc.)
0% 100%
Writing
0% 100%
Students reading each other's work and providing evaluative feedback
0% 100%
Student presentations
0% 100%
Assessment (e.g. test or quiz)
0% 100%
Peer-Led Team Learning (including peer-supported supplental instruction or peer-coordinated study groups)
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Students read material and complete assignments that are reviewed by
you shortly before class or at beginning
Short writing after a class session (students answering questions,
reflecting on lecture and/or lecturing, etc.)
Students reading each other's work and providing evaluative feedback
On-line feedback from students and/or questions about class
Problem solving activities or hands-on work (e.g. laboratory experiments,
field work, etc.)
Student-designed experiment, project, etc.
Problem sets/homework that contributed to course grade
Suggested problem sets/homework that did NOT contribute to course
grade
Research paper or project
Worked collaboratively on group assignment
Worked collaboratively on an assignment with individual student
products
Other learning activities or assignments (please explain)
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0% 100%
Other (e.g. guest speaker, role-playing, etc.)
0% 100%
8. Additional In-class Activities (Check all that occurred in a typical week):
Illustration (use of real-world examples)
Case study (more extended version of illustration)
Discussion about why material is useful and/or interesting from students' perspective
Short writing at end of class period (students answering questions, reflecting on lecture and/or learning, etc.)
Collected responses from all students with or without technology (e.g. raising hands, clickers)
Other in-class activities (please specify)
9. Please check all learning activities and assignments that occurred outside of class-time in a typical week:
10. Feedback to students; including grading policies (Check all that occurred in a typical week)
Students saw assignments with feedback before grading or with opportunity to redo to improve mark
Students saw marked assignments or exams
Students saw answer key or rubric for scoring open-ended answers
Students explicitly encouraged to meet individually with you
Other feedback to students (please explain)
11. Other (Check all that occurred either in-class or outside of class-time, in a typical week):
Assessment given at beginning of class to assess background knowledge
Pre-Post assessment instrument (i.e. knowledge measure before and after class)
Opportunities for students' self-evaluation of learning
Students provided with opportunities to have some control over their learning, such as choice of topics for course, paper, projects, assessment
methods, etc.
Instructor-TA meetings to get feedback on student learning and provide guidance for instruction
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General Assessment of Teaching at your Institution
We would now like you to think of your general perception and opinion of the undergraduate teaching environment at your institution.
12. Overall, how would you rate the quality of the undergraduate program(s) you are most involved with as compared to
other comparable universities
Much worse
Somewhat worse
The same
Somewhat better
Much better
Don't know
13. Which of the following most closely reflects your perceptions of the administration of your University?
My University puts much more importance on research than teaching
My University puts a little more importance on research than teaching
My University puts about the same amount of importance on teaching and research
My University puts a little more importance on teaching than research
My University puts much more importance on teaching than research
Don't Know
14. Which of the following most closely reflects your perceptions of the administration of your Academic Unit (College,
faculty or department)?
My Academic Unit puts much more importance on research than teaching
My Academic Unit puts a little more importance on research than teaching
My Academic Unit puts about the same amount of importance on teaching and research
My Academic Unit puts a little more importance on teaching than research
My Academic Unit puts much more importance on teaching than research
I am not a member of an Academic Unit
Don't Know
15. Which of the following most closely reflects your personal view about your role at your institution?
I put much more importance on research than teaching
I put a little more importance on research than teaching
I put about the same amount of importance on teaching and research
I put a little more importance on teaching than research
I put much more importance on teaching than research
None of the above
Don't Know
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16. Please tell us about any factors that you feel may be helping your own personal success in teaching effectively
17. Please tell us about any factors that you feel may be inhibiting your own personal success in teaching effectively
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18. What is your gender?
Male
Female

19. Which campus academic unit do you consider to be your home department?
20. What is your primary disciplinary affiliation, if it is different from your affiliation to your home academic unit?
21. What is your current position on campus? (Please select from the list below)
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Tenure track Assistant Professor
Tenure track Associate Professor
Tenure track Full Professor
Teaching stream Assistant Professor
Teaching stream Associate Professor
Teaching stream Full Professor
Non-tenure Lecturer/Instructor
Sessional/Contract/Adjunct
Graduate Student
Other
22. How many years have you been teaching at the University level?
23. In the past year, approximately what percentage of the courses you taught were at the undergraduate level?
0% 100%
Approximately, what percentage were at the graduate level?
0% 100%
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