Formative
Climate Survey
The student climate survey is given to students mid semester. It provides student voice as to the classroom environment and provides the instructor with formative feedback. The information provides an opportunity to make adjustments to meet student needs or celebrate successes prior to the end of the semester.
Elements Addressed
- Rules and norms
- Sense of social and emotional security
- School connectedness
- Support for learning
- Social and civic learning
- Respect for diversity
Rules and Norms
- The expectations of the course are communicated clearly.
- The course materials are easy to find (course materials include: welcome video/announcement, syllabus, other materials).
- I feel welcome in this course.
- I feel included in the class discussions (e.g. I felt comfortable with sharing my comments or thoughts with the class).
- I feel comfortable reaching out to my professor for help (if/when needed).
- The class activities encourage interaction with my peers (e.g. small group participation, chamber ensemble formation, peer reviews, opportunities to connect with other students, breakout rooms).
- My instructor and my classmates are supportive of each other.
- My instructor provides constructive feedback that supports my development/growth.
- My instructor shares additional learning support mechanisms with me (e.g. tutoring, library, research and creative activity opportunities, other).
- My instructor encourages me to be self-reflective (through experiences, assignments, or other opportunities).
- I have interest in a new area or topic as a result of this course.
- There are clear connections between this course and the broader community (e.g. social responsibility, ethical decision making).
- My instructor encourages multiple viewpoints among classmates to demonstrate respect for divergent views.
- My instructor encourages me to think independently.
- My instructor shows respect for, and includes, multiple perspectives with regards to course content.
Summative
S-IMPACT
The S-IMPACT analyzes teaching practices via an inventory. This can be utilized as a self reflection, with peers, and/or students. The information provides an opportunity to assist instructors and departments in providing thoughtful reflection on teaching practices and identify areas for improvement.
Elements Addressed
- Course Information and Supporting Materials
- Assignments and Exams
- Feedback
- Instructional Features and Activities
Course Information and Supporting Materials
- List of topic-specific competencies (skills, expertise, …) students should achieve (what students should be able to do)
- Solutions to homework assignments, examples, practice exams, videos, animations, or simulations related to course materials
- Grading rubrics for papers, problem solutions, or large projects
- Homework was assigned and contributed to course grade
- Encouraged to work collaboratively with other students on at least some of your assignments
- Multiple assignments and/or assessments utilized
- Required to explain reasoning
- Instructor requested feedback from students on more than one occasion
- Assignments with feedback from instructor, teaching assistant, or peer before grading or with opportunity to redo work to improve grade
- Instructor asked for questions, provided opportunities for group discussions, and provided feedback to use for future assignments
- Outside coursework was linked to assignments in preparation for class