1.
Facts, concepts, and principles are the most
important things that students should acquire.
Response:
2.
I set high standards for students in this class..
Response:
3.
What I say and do models appropriate ways for
students to think about issues in the content.
Response:
4.
My teaching goals and methods address a variety of
student learning styles.
Response:
5.
Students typically work on course projects alone
with little supervision from me.
Response:
6.
Sharing my knowledge and expertise with students is
very important to me.
Response:
7.
I give students negative feedback when their
performance is unsatisfactory.
Response:
8.
Students are encouraged to emulate the example I provide.
Response:
9.
I spend time consulting with students on how to
improve their work on individual and/or group projects.
Response:
10.
Activities in this class encourage students to
develop their own ideas about content issues.
Response:
11.
What I have to say about a topic is important for
students to acquire a broader perspective on the issues in that
area.
Response:
12.
Students would describe my standards and
expectations as somewhat strict and rigid.
Response:
13.
I typically show students how and what to do in
order to master course content.
Response:
14.
Small group discussions are employed to help
students develop their ability to think critically.
Response:
15.
Students design one of more self-directed learning
experiences.
Response:
16.
I want students to leave this course well prepared
for further work in this area.
Response:
17.
It is my responsibility to define what students must
learn and how they should learn it.
Response:
18.
Examples from my personal experiences often are used
to illustate points about the material.
Response:
19.
I guide students' work on course projects by asking
questions, exploring options, and suggesting alternative ways to do
things.
Response:
20.
Developing the ability of students to think and work
independently is an important goal.
Response:
21.
Lecturing is a significant part of how I teach each
of the class sessions.
Response:
22.
I provide very clear guidelines for how I want tasks
completed in this course.
Response:
23.
I often show students how they can use various
principles and concepts.
Response:
24.
Course activities encourage students to take
initiative and responsibility for their learning.
Response:
25.
Students take responsibility for teaching part of
the class sessions.
Response:
26.
My expertise is typically used to resolve
disagreements about content issues.
Response:
27.
This course has very specific goals and objectives
that I want to accomplish.
Response:
28.
Students receive frequent verbal and/or written
comments on their performance.
Response:
29.
I solicit student advice about how and what to teach
in this course.
Response:
30.
Students set their own pace for completing
independent and/or group projects.
Response:
31.
Students might describe me as a "storehouse of
knowledge" who dispenses the facts, principles, and concepts they
need.
Response:
32.
My expectations for what I want students to do in
this class are clearly defined in the syllabus.
Response:
33.
Eventually, many students begin to think like me
about course content.
Response:
34.
Students can make choices among activities in order
to complete course requirements.
Response:
35.
My approach to teaching is similar to a manager of a
work group who delegates tasks and responsibilities to
subordinates.
Response:
36.
There is more material in this course than I have
time available to cover it.
Response:
37.
My standards and expectations help students develop
the discipline they need to learn.
Response:
38.
Students might describe me as a "coach" who works
closely with someone to correct problems in how they think and
behave.
Response:
39.
I give students a lot of personal support and
encouragement to do well in this course.
Response:
40.
I assume the role of a resource person who is
available to students whenever they need help.
Response: