|
CCT693 |
Course no. & Name |
1 = very much |
|
|
|
Peter Taylor |
Professor |
|
|
2 = somewhat |
|
|
|
Spring 2001 |
Semester & Year |
|
3 = a little |
|
|
|
5 |
No. of respondents |
4 = not at all |
|
|
|
|
|
|
|
|
5 = does not apply |
|
|
|
|
|
|
|
Breakdown %s |
# |
Question |
Mean |
SD |
N |
|
1s |
2s |
3s |
4s |
5s |
1 |
clear course objectives/ learning outcomes |
1.6 |
0.2 |
5 |
|
40 |
60 |
0 |
0 |
0 |
2 |
planned to make effective use of class time |
2.2 |
0.6 |
5 |
|
20 |
40 |
40 |
0 |
0 |
3 |
interested in students' learning |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
4 |
variety of teaching strategies |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
5 |
available during office hours &appts |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
6 |
reliable, punctual |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
7 |
accommodated individuals' needs |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
8 |
no favoratism in grading, feedback |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
9 |
classroom process conducive to learning |
1.4 |
0.2 |
5 |
|
60 |
40 |
0 |
0 |
0 |
10 |
knowledgeable about content |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
11 |
communicated effectively & stimulating |
1.8 |
0.6 |
5 |
|
40 |
40 |
20 |
0 |
0 |
12 |
modeled advocacy for social justice & equity |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
13 |
objectives shaped to meet student needs |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
14 |
covered current research, practice & issues |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
15 |
clear theoretical foundation |
1.8 |
0.6 |
5 |
|
40 |
40 |
20 |
0 |
0 |
16 |
textbook & readings contributed to learning |
1.8 |
0.2 |
5 |
|
20 |
80 |
0 |
0 |
0 |
17 |
assignments & fieldwork contibuted (ditto) |
1.6 |
0.6 |
5 |
|
60 |
20 |
20 |
0 |
0 |
18 |
exercises to think critically & creatively |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
19 |
increased understanding of urban settings |
1.7 |
0.9 |
3 |
|
67 |
0 |
33 |
0 |
2 |
20 |
… of diversity |
1.7 |
0.2 |
3 |
|
33 |
67 |
0 |
0 |
2 |
21 |
… of exceptionalities |
2.5 |
0.3 |
2 |
|
0 |
50 |
50 |
0 |
3 |
22 |
… of assessment |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
23 |
… of technology |
1.3 |
0.2 |
4 |
|
75 |
25 |
0 |
0 |
1 |
24 |
… of scholarly practice |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
25 |
helped me to be knowledgeable & skilled |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
26 |
… to be caring, principled, and respectful |
1.4 |
0.2 |
5 |
|
60 |
40 |
0 |
0 |
0 |
27 |
… more committed to social justice |
1.3 |
0.2 |
3 |
|
67 |
33 |
0 |
0 |
2 |
28 |
… more reflective & critical thinker |
1.2 |
0.2 |
5 |
|
80 |
20 |
0 |
0 |
0 |
29 |
I would recommend this instructor to others |
1.0 |
0.0 |
5 |
|
100 |
0 |
0 |
0 |
0 |
|
Combined overall |
1.3 |
0.3 |
4.7 |
|
71 |
24 |
5 |
0 |
0.3 |
|
|
|
|
|
|
|
|
|
|
|
Written Comments (abbreviated) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
How was this course helpful to you? |
|
|
|
|
|
|
|
|
|
1 |
Gave me new tools to use in evaluation, new insight into
evaluation. Made me more |
|
|
|
aware of the need for well-done evaluations and more aware of
poor evaluations. |
|
|
|
2 |
I made valuable new experiences that will really help me to
promote social change. |
|
|
3 |
It will definetly influence how I conduct business at my place
of work. I will be better able |
|
|
to help initiate and make changes in our policies at work. |
|
|
|
|
|
|
|
4 |
As a teacher I need to be able to evaluate what students learn,
my effectiveness in |
|
|
|
conveying material, my ability to facilitate learning,
students ability to apply what they learned |
|
if curriculum supports engagement etc. This course has given
me various structures + tools to |
|
|
|
|
|
|
|
|
|
|
|
|
be more effective in these evaluations.It has also provided me
with tools for personal reflective |
|
evaluation. |
|
|
|
|
|
|
|
|
|
|
The course also focused on Action learning which helped me to
evaluate within a process + taught |
|
me skills for participatory learning. |
|
|
|
|
|
|
|
|
|
5 |
It provided me with several tools that I could take back to my
workplace and apply in my synthesis |
|
eval. The tools offered expertise and reflectivemeans by
whichto assess and evaluate programs, |
|
actions, learning etc. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
What did the instructor do that helped you learn? |
|
|
|
|
|
|
1 |
Allowed me to go at my own pace. Encouraged my own personal
interaction with the material, |
|
gave me experiences to construct my own meaning and learning. |
|
|
|
|
|
|
2 |
He always gives very constructive feedback. |
|
|
|
|
|
|
|
|
|
3 |
He presented a variety of methods and he gave us the
opportunity to practice the various methods. |
4 |
Peter models his own process and thinking in a very digestable
way. He practices what he |
|
|
teaches and shows his own application, thus encouraging us to
develop our own understanding |
|
and application. He uses a variety of tools to show different
approaches. His writing |
|
|
|
assignments are very challenging and rewarding - they provoke
deeper thought and |
|
|
|
engagement in coursematerial. His support and concern for
student growth is remarkable |
|
|
along with his skill of facilitaion. I learned a great deal from him. |
|
|
|
|
|
|
|
|
|
5 |
The assignments required reflection, review, revision. This was
sometimes a painful |
|
|
|
process but worth the effort. The reading were quite
interesting albeit more focused |
|
|
|
on education than I would have preferred. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
What could the instructor have done diffferently to
help you learn? |
|
|
1 |
More examples of succesful evaluation. More examples of the
varieties of evaluations and |
|
|
how thay are used and by whom. More formal critiquing of
evaluations. |
|
|
|
|
2 |
I can recommend this instructor to other students. |
|
|
|
|
|
|
|
|
3 |
Not try to get blood from a stone in regards to time. I feel
there wasn't enough time for anything |
|
This was not entirely his fault, we had several snowdays.. |
|
|
|
|
|
|
|
4 |
I am not sure that there is anything more he could have done to
ensure my learning - I |
|
|
believed he covered everything. |
|
|
|
|
|
|
|
|
|
5 |
I think offering a less ambitious class schedule would allow
for more in depth study |
|
|
|
and reflection. |
|
|
|
|
|
|
|
|
|