Assessment of Program Components and Faculty Development Outcomes: Likert and Open-Ended Survey

Institution’s Name:________________________________

Faculty Learning Community Name: ________________________________________________

Participant Assessment Survey
20XX-20XX

Please complete and return to ________, ___________, by __________

Please complete as an individual and return this report by email as a word document or print out and mail. Before you begin, you may wish to review your application to this community and its goals. Your community facilitator may also review this report or an excerpt or summary as he or she plans for the future. Thank you.

A. Estimate the impact of this Faculty Learning Community on you with respect to each of the following program components. Place an “X” right beside the number on the scale below that reflects your judgment. “NA” means “does not apply.” “1” indicates a very weak impact and “10” a very strong impact. Also, if you have brief comments to make about any of the items, use the space provided. Open-ended questions occur at the end of the survey.

 

Core Questions 1-7 about program components:

 

1. Retreats and conferences (An Opening Retreat if you had one, national, regional, or local conferences the community attended, etc.).

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

2. Seminars (Which topics/sessions were most helpful and/or interesting?)

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

3. Your FLC individual project (your FLC-related initiative)

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

4. Professional expenses you received for teaching and learning support

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

5. The colleagueship and learning from the other community participants

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

6. Student associates (students you may have worked with in connection with FLC goals and activities)

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

7. One-to-one partnerships related to the program

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

B. In a similar manner, estimate the impact of this faculty learning community on you with respect to each of the following development outcomes. "1" indicates a very weak impact and "10" a very strong impact.

 

Questions specific to this FLC’s goals (to be supplied by your FLC Facilitator):

 

1.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

2.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

3.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

4.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

5.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

6.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

Core Questions about development outcomes in any FLC:

 

7. Your technical skill as a teacher

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

8. Your total effectiveness as a teacher

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

9. Your interest in the teaching process

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

10. Your research and scholarly interest with respect to your discipline

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

11. Your view of teaching as an intellectual pursuit

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

12. Your understanding of and interest in the scholarship of teaching.

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

13. Your awareness and understanding of how diversity may influence and enhance teaching and learning

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

14. Your awareness of ways to integrate the teaching and research experience

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

15. Your comfort as a member of the University community

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

16. Your understanding of the role of a faculty member at our University

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

17. Your perspective of teaching, learning, and other aspects of higher education beyond the perspective of your discipline

1 2 3 4 5 6 7 8 9 10 n/a
weak
impact
  strong
impact
 

 

C. If not covered by the above questions, what have you valued most from your participation in this faculty learning community?

 

 

 

 

 

D. What aspect(s) of this faculty learning community could be changed to make it more valuable for future participants? Do you have any suggestions for modification (additions, deletions, substitutions, restructuring, etc.) of the content or form of the Program?

 

 

 

 

 

E. In what ways have you used your professional expense account and how has/will this affect(ed) your teaching and your students learning?

 

 

 

 


F. If you have developed a project related to this faculty learning community, please report your progress and indicate your plans for next year. Do you have presentations or publications planned?

 

 

 

 

 

G. If you involved a student associate in your work, report the ways in which, and the frequency with which, you have interacted with your student associate(s). Which activities and outcomes were helpful? Which were not helpful? What suggestions do you have for future involvement?

 

 

 

 



H. In what ways have you investigated and tried teaching differently as a result of participating in this FLC? Please be as specific as possible, for example, describe changes in your syllabus, strategies, processes, curriculum, format, style, assessment, etc. Did you measure any change in student learning? What are your plans along these lines for next year?

 

 

 

 

 

I. Describe how your teaching and your perception of yourself as a teacher have changed (if they have) as a result of your involvement in this faculty learning community.

 

 

 

 


J. Additional comments

 

 

 

 

 

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.