Helpful Guide 1 GSR 982
A Helpful Guide for Faculty Mentors
Last updated March 2013
Prepared by Candace Bloomquist, Graduate Service Fellow,
The Gwenna Moss Centre for Teaching Effectiveness
2009-2010
The GSR 982 Teaching Team:
Kim West, The Gwenna Moss Centre: kim.west@usask,ca
Melanie Rozwadowski, College of Pharmacy and Nutrition: melanie.rozwadowski@usask.ca
Helpful Guide 2 Summary
One important process in the Teacher Scholar Doctoral Fellowship Program is the positive
development of the teaching partnership between the faculty mentor and graduate student teacher.
To help ensure the best possible experience for both the graduate student teacher and the faculty
mentor this helpful Guide outlines the responsibilities of each within the program and the GSR 982
course.
There is no single prescription for an ideal teaching partnership arrangement. It should, however, be
viewed as an evolving partnership. At the outset of the relationship, it is important that all parties are
clear about their expectations of each other. Although themes related to teaching and learning will be
of primary concern, both partners should be prepared to talk candidly about other issues affecting the
graduate student’s ability to make progress in preparing to teach a course.
This Guide outlines the GSR 982 process and its stated goals. The Guide informs the faculty mentors
about the tasks they are expected to complete and when to do these tasks as part of the GSR 982
teaching partnership. Periodic cues will be sent to the faculty mentors throughout the year to remind
them of what is required and when. The GSR 982 course syllabus serves as an equivalent to this
guide for the graduate student teacher.
We recommend the following guide for faculty who are supervising the teaching activities of graduate
students:
Nyquist, J.D. and Wulff, D.H. 1996. Working effectively with graduate assistants. Thousand Oaks,
Sage Publications.
This guide outlines the various developmental stages of graduate student teachers as 1) Senior
Learners, 2) Colleagues-in-Training, and 3) Junior Colleagues and the various roles that faculty
mentors may take in supporting these various stages of development.
Section 1: An overview of the program and its activities (follows)
Section 2: An overview of the responsibilities of each member of the teaching partnership and a
checklist for the first teaching partnership meeting
Section 3: Information on the classroom visit process
Section 4: Providing feedback on course materials
Helpful Guide 3 Section 1: The GSR 982 Course and Its Activities
To ensure the success of this program, we would like the faculty mentors to take part in the following
activities:
•
Provide a copy of the course syllabus
for the course the graduate student
Before class begins
(due August 31)
fellow has been assigned to teach in
Send Course
Syllabus
Term 2 along with an estimate of how
many students will be enrolled in this
course to both the fellow and GSR 982
teaching team (see contact info. on title
page)
•
Meet with the graduate student
fellow to discuss teaching roles and
responsibilities.
First week of class
Complete the
Getting to
Know You
Form
•
One hour
After meeting with the graduate
student fellow, complete the form (p.7-8)
and send it to the GSR 982 teaching
team
• Review ‘A Helpful Guide for Faculty
Mentors’ (e.g. p. 3-4 Timeline; p. 7-8
Responsibilities, p. 9-10 Checklist for
First Meeting, etc.)
Course Syllabus Preparation
•
Provide the graduate student teacher
with the existing course syllabus
and/or any other course materials in
electronic format. Discuss whether
there are any specific departmental
September
Meet with
Graduate
Student
Fellow
One-hour
weekly
meetings policies that they need to follow with
respect to your course syllabus.
•
Ask to see their course syllabus draft
and provide some feedback on it.
•
Make arrangements with the
graduate student teacher to have him
or her visit your classroom, or if
possible to sit in on a section of the
T2 course they will be teaching next
term. Discuss their observations of
Helpful Guide 4 the class.
•
Discuss what evidence the graduate
student teacher could think about
collecting for their teaching portfolio.
•
Provide some feedback on the
outcomes map and/or graphic
organizer, and learning objectives
that the graduate student teacher will
be working on in class this month.
•
Discuss the sequencing and pacing
of the topics that you have been
planned for the course as well as the
proposed grading scheme, rubrics,
and individual assignments/exams.
October Meet with
Graduate
Student
Fellow What is “nice to know” vs “need to
know” in terms of course content?
One-hour
weekly
meetings How do the assignments and exams
support what the students need to
know or be able to do? Assess
whether the amount of content
planned for the course is appropriate,
or whether content needs to be
added or removed.
•
Discuss with the graduate student
teacher rapport-building and
classroom management strategies
for the context in which they’ll be
teaching.
•
Provide feedback on the rough draft
of lecture and/or lesson plans.
•
November Meet with
Graduate
Student
Fellow
One-hour
weekly
meetings
Discuss strategies the graduate
student teacher can use to ‘chunk’
the course content as well as
questioning strategies.
•
Discuss the learning activities that
the graduate student plans to try in
their course (ask about their
Reflective Narrative #3: Choosing
Teaching and Learning Strategies
Helpful Guide 5 assignment). Discuss with the
graduate student teacher the
mechanics of collecting formative
feedback in your class.
•
Discuss with the graduate student
teacher when it would be best to
schedule your classroom
observations for T2.
•
Provide feedback on descriptions,
instructions, and/or rubrics for
assignments and learning activities.
•
Schedule classroom observations for
T2. Use the checklist provided in
Section 3 of the Faculty Mentor
December
Meet with
Graduate
Student
Fellow
(please see
Section 4 for
details)
Helpful Guide to discuss what will be
the focus of each observation. Make
One-hour
weekly
meetings
sure to provide your graduate student
teacher with written feedback for
both classroom observations. They
will need to include this feedback in
their teaching portfolio and they will
need it for class on February 28.
•
Use the checklist provided in Section
4 of the Faculty Mentor Helpful Guide
to review all the course materials
that the graduate student teacher
has developed.
January
Classroom
visit #1
(please see
Section 3 for
details)
• Meet before the visit to discuss the areas the
graduate student teacher would like feedback
on.
• Observe graduate student teaching.
Three hours
• Provide written feedback to the graduate
student before February 28, 2013. The
graduate student teacher will be required to
bring your feedback with them to class that
day.
Helpful Guide 6 February
April 4
Total time
Classroom
visit #2
(Please see
Section 3 for
details)
GSR 982
Graduation
• Meet before the visit to discuss previous
feedback (from classroom visit #1) and the
new or follow-up areas the graduate student
teacher would like feedback on.
Three hours
• Observe graduate student teaching.
• Provide oral and written feedback to the
graduate student before the end of March.
The graduate student will be required to
include this feedback in their teaching
portfolio which is due in April.
One hour
Approxima
tely 21
hours
• Attend GSR 982 Graduation to celebrate
accomplishments of the student teachers and
to debrief about the teaching partnership
experience.
Thank you for your contributions!
Helpful Guide 7 Welcome to GSR 982 – Getting to Know You, the Faculty Mentor
We use this form for to get to know you, your goals, and expectations as a faculty mentor in participating in this
program.
About You:
Name: __________________________________________________________________________________
College/Department/School: _________________________________________________________________
Office Phone Number: _____________________________________________________________________
E-mail: __________________________________________________________________________________
Have you ever been involved in mentoring graduate students, with respect to their teaching, before?
❏ Yes ❏ No How do you see the experience of mentoring graduate students in developing their teaching skills being the
same or different as mentoring a graduate student in developing their research skills?
What are you hoping to learn and/or accomplish through this mentorship experience? Use the table below to
outline your goals (e.g. what you hope to learn and/or accomplish) in relation to the needs, abilities,
backgrounds, interests, goals and stages of development of the graduate student fellow whom you are working
with (Fill this out after your initial meeting with the Graduate Student Fellow).
Goals
Goal #1:
Goal #2:
Goal #3:
Goal #4:
Goal #5:
Needs
Helpful Guide 8 Modified from: Nyquist, J.D. and Wulff, D.H. 1996. Working effectively with graduate assistants (p.128-129).
Thousand Oaks, Sage Publications.
How do you plan to assess whether you have met your teaching goals related to this mentorship experience?
Goals
Assessment
Goal #1:
Goal #2:
Goal #3:
Goal #4:
Goal #5:
Modified from: Nyquist, J.D. and Wulff, D.H. 1996. Working effectively with graduate assistants (p.128-129).
Thousand Oaks, Sage Publications.
Do you plan to document the mentorship activities that are part of this program as part of your academic
scholarship (e.g. in a teaching portfolio)? If yes, please describe how and why. Please also indicate whether
or not you would like information provided to you on ways to document mentorship of teaching activities.
Are there any issues or concerns that you have that should be brought to the attention of the GSR 982
teaching team?
Additional comments (we’d love to hear any other questions, concerns, or suggestions you may have):
Thank you for taking the time to fill out this questionnaire. We appreciate and value your input, and encourage you to
contact the teaching team (the title page and pg.9 both contain our contact info) should you have any additional questions.
Helpful Guide 9 Section 2: Responsibilities
2.1 Responsibilities of the faculty mentor
The faculty mentor’s role is to provide advice and practical support to the graduate student teacher.
This support includes helping the graduate student teacher explore and discover their teaching
identity as well as provide opportunities for the hands-on practice of teaching in a classroom. It is the
responsibility of the faculty mentor to advise the GSR 982 teaching team where challenges or
disagreements have arisen that may compromise the progress of the graduate student teacher.
Each faculty mentor is expected to:
•• Ensure that regulations, processes and procedures outlined by the Teacher-Scholar Doctoral
Fellowship Program are adhered to by the graduate student teacher.
•• Liaise with the GSR 982 teaching team at appropriate times in relation to the continuing progress of
the graduate student teacher.
GSR 982 teaching team contact information
Kim West
The Gwenna Moss Centre for Teaching Effectiveness
Department of Geography and Planning
Phone: (306) 966-2249; Email: kim.west@usask.ca
Melanie Rozwadowski
College of Pharmacy and Nutrition
Phone: (306) 966-5847; E-mail: melanie.rozwadowski@usask.ca
•• Participate in the following activities:
•
Meet regularly with the graduate student teacher throughout T1 and T2, as outlined in the
table on pages 3 and 4.
•
Review and provide feedback on the course materials the graduate student teacher has
prepared for the course they will be teaching.
Helpful Guide 10 •
Perform a minimum of two classroom visits during the graduate student’s teaching assignment
to provide written feedback that the graduate student teacher will use in her/his teaching
portfolio (please see Section 3 for additional information on the classroom visit process).
•
Attend the GSR 982 Graduation scheduled in April.
2.2 Responsibilities of the graduate student
Each graduate student teacher has been awarded a Teacher-Scholar Doctoral Fellowship from the
College of Graduate Studies and Research and is therefore expected to:
•• Attend all GSR 982 classes in T1 and debriefing meetings in T2; actively participate in the
discussions that take place in the classes and T2 meetings.
•• Complete in a timely fashion all GSR 982 course assignments, culminating in the completion of
teaching portfolio at the end of the year.
•• Meet regularly with their faculty mentor throughout T1 and T2, as outlined in the GSR 982 course
syllabus.
•• Satisfactorily complete their course preparation in T1 and teaching/student evaluation duties in T2
as assigned by their faculty mentor and/or College, Department, or School.
•• Consult with their faculty mentor regarding the two classroom visits during T2 (please see Section 3
for additional information on the classroom visit process).
If the above criteria are not met, or if the GSR 982 teaching team feels that a graduate student
teacher is not making progress towards his/her obligations named above, then the graduate student’s
fellowship (funding) may be at risk. In addition, graduate students will either receive a Pass/Fail on
their transcript for the non-credit GSR 982 course.
2.3. Responsibilities of the GSR 982 teaching team
The GSR 982 teaching team is expected to:
•• Facilitate the GSR 982 course, including meeting with the graduate students 1 time per week
during Term 1 and biweekly during Term 2.
** Provide timely feedback on coursework leading to the completion of the graduate students teaching
portfolio.
•• Ensure that regulations outlined by the Teacher-Scholar Doctoral Fellowship Program are adhered
to by the graduate student teachers and faculty mentors.
Helpful Guide 11 •• Liaise with the faculty mentors at appropriate times to evaluate the progress of the graduate
student teachers.
2.4 Checklist for First Meeting
Invariably some discussion should occur between the faculty mentors and the graduate student
teachers about the GSR 982 course, their respective roles and responsibilities, the purpose and
timing of meetings, and forms of support that may be available. Early discussion about such matters
will help ensure that a successful working relationship is quickly established and then maintained.
The following questions can be used to guide the first meeting to make sure important topics related
to the teaching partnership are covered. The questions that are addressed will take into account the
background and previous experiences of the teaching partners. Some arrangements may need to be
renegotiated on the way through the process.
Understanding GSR 982
❏ Have you each read the GSR 982 course syllabus and do you understand the responsibilities
associated with being a GSR 982 faculty mentor and graduate student teacher (see course
syllabus)?
❏ What do you perceive as the boundaries of the teaching partner relationship?
What is the GSR 982 program?
❏ What are the different stages in the Teacher-Scholar Doctoral Fellowship program?
❏ What are the different assignments in the GSR 982 course?
❏ What should be realistically expected of the faculty mentor when it comes to helping the
graduate student teacher with the completion of assignments or course materials?
Advice and support
❏ With regard to the development of the course the graduate student teacher will teach: how
❏
❏
❏
❏
much input will the graduate student teacher have in how the course content or how the course
is conducted?
How much, how often, and in what form will feedback be given to the graduate student teacher
from the faculty mentor?
How much, how often, and in what form will feedback be given to the faculty mentor from the
graduate student teacher?
Given the faculty mentor’s knowledge in the area of teaching and learning, how much support
can the graduate student teacher expect?
What other kinds of knowledge does the graduate student teacher need to successfully teach
the course e.g., of the research process, of the course content area?
Helpful Guide 12 ❏ Are there relevant personal circumstances that might make the partnership or completion of
the GSR 982 program difficult?
What expectations does the faculty mentor and/or College/Department/School have of the
graduate student teacher when they are teaching the course during the second term?
❏ Who is responsible for ordering the course textbook?
❏ What is the expected time commitment for course preparation and delivery?
❏ What course content must be covered during the term? (e.g.) Are there specific learning
outcomes or objectives for the course the graduate student teacher will be teaching?
❏ Is there a grade distribution the College\Department/School expects the class to have at the
end of the term?
❏ Is there a course syllabus that the College/Department/School uses, or is the graduate student
teacher expected to develop his/her own?
❏ Are there photocopying expenses or other expenses associated with course
development/delivery and how are these to be handled?
❏ What are some possible learning activities, teaching, and assessment/evaluation strategies for
❏
❏
❏
❏
❏
❏
the course that the graduate student will be teaching? Are there any new strategies the faculty
mentor would recommend, or that the graduate student teacher would like to try?
What are some possible ways to collect formative feedback from students during the course?
What formal evaluation will the College/Department/School (e.g. SEEQ) use to evaluate the
graduate student’s teaching? How will this evaluation be conducted (e.g. online or in-class)
and when/how will the results be shared with the graduate student teacher?
What has worked well for teaching this course in the past? (If the faculty mentor has not
taught this course in the past, is it possible for the graduate student to have one meeting with
someone who has?)
What teaching/learning resources does the teaching partnership need (faculty mentor and
graduate student teacher) that could be provided by the GSR 982 teaching team or others?
How will the graduate student teacher gather and organize evidence for his/her teaching
portfolio from a variety of sources (e.g., students, peers, faculty mentor, and self)?
What does it mean to be a successful teacher for this course?
Monitoring the effectiveness of our partnership
❏ How will we provide feedback to each other along the way?
Meetings
❏
❏
❏
❏
How long shall we meet and for how long?
Where shall we meet?
Who has responsibility to initiate meetings (if not scheduled regularly)?
What is the protocol for when one person can’t make the meeting?
Helpful Guide 13 Section 3: Classroom Visit Process
Obtaining meaningful feedback on teaching requires feedback from multiple sources. While selfevaluation and student feedback are important sources of feedback for the graduate student teachers
in this program, the benefits of receiving feedback from you, their faculty mentor, should not be
overlooked. By visiting the graduate students’ classroom you can provide objective, teaching-, and
content-centred feedback. The process is mutually beneficial, however, in that you will invariably
learn new strategies and approaches from the graduate student teachers whom you observe.
Here, it is important to differentiate between teaching evaluation and feedback. The purpose of
feedback is to provide insight into the graduate students’ teaching practice, without the stress and
pressure of knowing that their teaching will be evaluated as part of the Teacher-Scholar Doctoral
Fellowship Program, or as part of a graduate student’s overall performance in their program of study.
So keep in mind that many graduate student teachers experience vulnerability when you, their faculty
mentor, come into their class. Thus, below are some procedures that may be helpful to create a
safety net for both you and the graduate student teacher so that the way feedback is offered and
received are constructive and encouraging. These procedures are:
Confidentiality
* Comment on the teaching behavior and not the graduate student teacher her/himself. For
example, rather than saying, “You don’t have respect for your students,” you might say, “I
observed that when a student offers a response that is not correct, you say things like ‘No, that’s
wrong.’ To encourage ongoing participation, you might consider using phrases that are less
intimidating to the student. For example, you might say, ‘Can you tell me how you came to that
answer?’”
* Offer positive and genuine comments, in addition to constructive criticism.
* Keep your comments focused on the teaching, as well as the class content.
* Share with the graduate student teacher what you have learned from observing their class.
You may want to explore additional guidelines, or modify existing ones when you meet with the
graduate student teacher before attending the class.
Before the classroom visit, meet with the graduate student teacher for at least a half hour. This
meeting can be used to discuss what he/she might want to know about his/her teaching or about
concerns he/she might have about teaching. While it is possible to observe a class and make
general observations, quite often it is most beneficial to you as well as the graduate student teacher
to identify areas of focus (while still allowing for miscellaneous observations). The “Made to Measure
Form” checklist is a list of possible items for observation (see below).
When you arrive at the graduate student’s class, it should be up to the graduate student teacher
whether or not he/she wants to introduce you and your reason for sitting in on the class. In most
cases, the students in the class are very appreciative of teachers who voluntarily make efforts to
Helpful Guide 14 continue developing their teaching. The graduate student teacher may, however, prefer you to sit
quietly at the back. This brings me to another point; the best place in the room from which to conduct
your observation is as far to the back as possible. This allows you to assess the engagement of the
back-row students (who are typically less engaged), to see how students are using laptops (e.g. are
they following the lecture with PowerPoint slides, or are they cruising Facebook), to experience the
graduate student’s audibility and the readability of visuals, etc. From here you will be able to sense
students’ confusion, boredom, excitement, and revelations.
Take notes as the class progresses—write down questions you might have, great
behaviors/practices/strategies you observed, references to resources or anecdotes that you feel
might help the graduate student teacher, and any observations that you make that relate directly to
the issues raised in the meeting you had with one another.
Following the classroom visit, organize your notes and type them up to be shared with your graduate
student. Send the feedback to your graduate student electronically, and then arrange to meet for 3060 minutes after the graduate student has had a chance to review your observations. This is an
opportunity to open a dialogue, to seek clarification, to elaborate on certain points, and to have a
dynamic discussion about the process.
Helpful Guide 15 A Made-to-Measure Form
For Instructional Observation
(Peer Version)
Organization
Begins class on time in an orderly, organized fashion
Previews lecture/discussion content
Clearly states the goal or objective for the period
Reviews prior class material to prepare students for the content to be covered
Provides internal summaries and transitions
Summarizes and distills main points at the end of the class
Appears well-prepared for class
Presentation
Incorporates various instructional supports like slides, films, diagrams, etc.
Uses instructional support effectively
Responds to changes in student attentiveness
Uses a variety of spaces in the classroom from which to represent
material (ie., does not “hide” behind the podium)
Blackboard writing is large and legible
Speech fillers, (for example, OK, Um) are not distracting
Speaks audibly and clearly
Uses gestures to enhance meaning and not to release nervous tension
(repetitive gestures tend to do the latter)
Communicated a sense of enthusiasm and excitement toward the content
Use of humor is positive and appropriate
Presentation style facilitates note-taking
Speech is neither too formal nor too casual
Establishes and maintains eye contact with students
Talks to the students, not the board or the windows
Varies the pace to keep students alert
Selects teaching methods appropriate for the content
Helpful Guide 16 Rapport
Praises students for contributions that deserve commendation
Solicits students feedback
Requires student thought and participation
Responds constructively to student opinions
Knows and uses student names
Does not deprecate student ignorance or misunderstanding
Responds to students as individuals
Treats class members equitably
Listens carefully to student comments and questions
Tailors the course to help many kinds of students
Recognizes when students do not understand
Encourages mutual respect among students
Credibility and Control
Responds to distractions effectively yet constructively
Demonstrates content-competence
Responds confidently to student inquiries for additional information
Uses authority in classroom to create an environment conducive to learning
Speaks about course content with confidence and authority
Is able to admit error and/or insufficient knowledge
Respects constructive criticism
Content
Includes illustrations
Selects examples relevant to student experiences and course content
Integrates text material into class presentations
Relates current content to what’s gone before and will come after
Relates current course content to students’ general education
Makes course content relevant with references to “real world” applications
Helpful Guide 17 Presents views other than own when appropriate
Seeks to apply theory to problem-solving
Explicitly states relationships among various topics and facts/theory
Explains difficult terms, concepts, or problems in more than one way
Presents background of ideas and concepts
Presents pertinent facts and concepts from related fields
Presents up-to-date developments in the field
Relates assignments to course content
Clearly organizes assignments
Carefully explains assignments
Interaction
Encourages student questions, involvement, and debate
Answers student questions clearly and directly
Uses rhetorical questions to gain student attention
Gives students enough time to respond to questions
Refrains from answering own questions
Responds to wrong answers constructively
Allows ample time for questions
Encourages students to respond to each other’s questions
Encourages students to answer difficult questions by providing cues and encouragement
Allows relevant student discussion to proceed uninterrupted
Presents challenging questions to stimulate discussion
Respects diverse points of view
Active learning (labs, etc.)
Clearly explains directions and procedures
Clearly explains the goal of the activity
Has readily available materials and equipment necessary to complete the activity
Allows opportunity for individual expression
Helpful Guide 18 Provides practice time
Gives prompt attention to individual problems
Provides individuals constructive verbal feedback
Careful safety supervision is obvious
Allows sufficient time for completion
Provides enough demonstrations
Demonstrations are clearly visible to all students
If the discovery method is employed, schedule time for discussion of results
Required skills are not beyond reasonable expectations for the course and/or students
Provides for dialogue about the activity with peers and/or the instructor
Allocates sufficient clean-up time within the class session
From Weimer, M., Parrett, J. & Kerns, M. (1988). How Am I teaching? Forms and Activities for Acquiring
Instructional Input. Madison, WI: Magna Publications, Inc.
Helpful Guide 19 Section 4:
COURSE MATERIALS REVIEW
(Peer Version)
PURPOSE: Course materials communicate important information about course content, policies and
procedures and, in addition, convey messages about the atmosphere of the course and the instructor’s
attitude. Time can profitably be spent assessing course materials alone or with the aid of an objective
(especially to the person who has prepared them), the quality of the review is likely to be enhanced with input
from others. Fellow faculty members can offer valuable insights about course materials.
ADMINISTRATION: Colleagues can review materials at almost any point in a course and what they are given
to review depends very much on the materials used. The following list is not inclusive but does include
examples of course materials that might profitably be reviewed. Disregard items that are not relevant; add
other that might be.
Course syllabus
Written descriptions of assignments (if not included on the syllabus)
Exams; an upgraded and graded copy
Textbook(s)
Handouts which elaborate or supplement course content
Supplementary reading lists
Lecture outlines provided students
Study questions/review materials
Visual materials
Individually developed materials
The colleague reviewer ought to be instructed to use only the relevant portions of the instrument. The
instruction can be reinforced by crossing out or omitting those sections on the instrument. Because course
materials are idiosyncratic—put together by individuals for use in widely differing instructional settings—not all
the relevant inquires may be listed. Colleagues should be encouraged to offer assessments in other areas if
those seem appropriate.
When sharing course materials with a colleague, it is best to provide some background. What are your major
goals in the course? How do you hope to have these materials help you accomplish these goals and
objectives? When in the course do you use th4e materials? Do you provide background commentary in
class? Answer s to these questions put course materials in context and make it easier for a colleague reviewer
to gauge their effectiveness.
INTERPRETATION: We recommend using a completed version of the form as the basis for a discussion
about the materials. Colleague assessments should always be illustrated with examples. The basis for the
conclusion needs to be pointed out in the materials. And remember, the colleague’s assessment is really only
the opinion of one person—qualified person—but still possibly not right or representative. For this reason, you
may consider using the student version of this form as well.
SOURCE: This instrument was developed by the authors. It may be copied, altered or adapted by instructors
using the form to acquire instructional input.
Helpful Guide 20 COURSE MATERIALS REVIEW
This form contains descriptions which should be helpful in judging the instructional materials you are
reviewing. Please indicate the extent to which you would agree or disagree with each statement
pertaining to course materials.
SA = strongly agree
D = disagree
A = agree
SD = strongly disagree
NA = not applicable
Course Syllabus
_____ Identifies instructional resources like books, films and guest speakers
_____ Outlines the sequence of topics to be covered
_____ Describes evaluation procedures
_____ Includes a class or activity schedule or calendar
_____ Lists major assignments and due dates
_____ Contains information about the faculty member, i.e. name, office address, office hours, phone
number
_____ Includes a statement or description of course objectives
_____ Is structured so that the information is clear and easily understood
_____ Is neatly typed without spelling or grammatical errors
Assignments (as they appear on the syllabus or in written descriptions elsewhere)
_____ Produce meaningful and challenging learning experiences
_____ Include a variety of activities which are responsive to varying student interests, abilities and
learning styles
_____ Are appropriate to course objectives and content level
_____ Are spaced at appropriate intervals in the course
_____ Are challenging but not over burdensome
_____ Prepare students for more complex courses in this subject area
Helpful Guide 21 COURSE MATERIALS REVIEW
Handouts
_____ Are relevant additions and/or elaborations of course content
_____ Are structured so that the content is clearly communicated to readers
_____ Are neat and minus spelling and grammatical errors
Exams
An Ungraded Copy:
_____ Contains content consistent with course objectives –in other words, the instructor is evaluating
students on what he/she believes they ought to be able to do or know
_____ Contains items written so that the intent of the questions are clear and explicit
_____ Uses questions in which what the question asks is clearly understood
_____ Covers manageable amounts of materials in terms of time allocated from studying it
_____ Is too long, given the time limit of the exam period
_____ Requires analysis and application of content as opposed to regurgitation of details
A Graded Copy:
_____ Includes written comments with give some feedback about both right and wrong answers
_____ Presents written comments that are clear and readable
_____ Includes some explanation of how the instructor calculated the exam score
Textbook(s)
_____ Are appropriate to course level
_____ Are clearly related to course objectives
_____ Are generally acceptable in terms of departmental standards
_____ Present content in a systematic and logical order so as to enhance the understanding of
someone unfamiliar with the topic (Note: assess content order based on the sequence the instructor
has assigned it)
_____ Present material interestingly so as to encourage reading
Helpful Guide 22 COURSE MATERIALS REVIEW
Supplementary Reading Lists
_____ Contain relevant and current material
_____ Supplement course content
_____ Include content that is challenging yet not inappropriately difficult
_____ Specify location of supplementary materials
_____ Include information to direct reading in terms of its relationship to course content
Lecture Outlines (provided students)
_____ Communicate a sense of proportion and detail that is consistent with content
_____ Provide enough information to assist the note taking process without making taking notes
unnecessary
_____ Include space for students to write additional information
_____ Are enhanced by lecture presentations in class
Study Questions/Review Materials
_____ Prepare one to perform successfully on exams (compare with exams)
_____ Cover content that is covered on the exam
_____ Are designed so that their completion facilitates student retention and understanding
_____ Do not force students to focus on large quantities of material that are irrelevant to exam
content
_____ Provide adequate opportunity to practice problem solving skills
Visual Materials (as prepared in slides and transparencies)
_____ Illustrate aspects of the content which are enhanced by visual representation
_____ Are clear and “graphically” illustrate the content
_____ Include written elaborations that are clear and easily read
Helpful Guide 23 COURSE MATERIALS REVIEW
_____ Can be seen and read with ease everywhere in the classroom
_____ Contain manageable amounts of material so excessive amounts of time are not required to
copy down the material
Overall Conclusions
_____ Compared with other course materials you have seen these are better than average
_____ As demonstrated by these materials, the content selected for inclusion in this course is
appropriate and justifiable
_____ These materials communicate an appropriate level of instructor preparation and concern
Other comments and/or Elaborations:
From Weimer, M., Parrett, J. & Kerns, M. (1988). How Am I teaching? Forms and Activities for Acquiring
Instructional Input. Madison, WI: Magna Publications, Inc.
Helpful Guide 24 COURSE MATERIALS REVIEW
(Student Version)
PURPOSE: Like the preceding colleague version of this instrument, this form is also premised on
the assumption that course materials play a key role in the accomplishment of course objectives.
Acquiring input as to their effectiveness is both legitimate and necessary. Colleagues can and ought
to provide part of that assessment; the consumers of these course materials can and ought to provide
the other part. This version of the form offers a means of soliciting student input about course
materials. As with other forms in this packet, the primary objective is to provide input that will help an
instructor increase the effectiveness of these instructional devices.
ADMINISTRATION: The form will need individual adjustments before it is used. In the first place, it is
incomplete. Course objectives need to be incorporated on the form. Do not omit this step. Course
objectives in this case provide the criteria against which the course materials are to be assessed.
Moreover, their inclusion can serve to reinforce the relevance and propriety of the course goals. It’s
another opportunity for students to encounter and contemplate them. Secondly, the form is intended
to evaluate those materials used in the course. For example, if handouts are not used, delete that
section from the inventory. There may be other materials used for which items need to be generated.
Students will probably provide the best assessment of materials near the end of the course. They will
have more experience using the materials than at some point earlier in the course.
INTERPRETATION: The form is constructed so that calculating means and standard deviation is not
easily possible. That is by design. As with some other forms in this packet, this instrument has not
been empirically tested—numbers generated off or it would be suspect. The point of the student input
is to stimulate analysis and refection directed towards course materials. It may be time to consider
making some changes—this data can help to focus and direct those alterations.
Students are best qualified in this case to comment on how these materials helped or hindered
accomplishment of course objectives. That is only part of the input an instructor needs. Colleagues
can assess these materials in terms of content propriety. This is why we encourage use of both
versions of this form.
We also strongly recommend discussing the results with students—especially if their input provokes
questions. Ask them! Input about changes, adaptations and alternations you may be considering can
also be solicited from students.
SOURCE: This instrument was developed by the authors. It may be copied, altered or adapted by
instructors using the form to acquire instructional input.
Helpful Guide 25 COURSE MATERIALS REVIEW
INSTRUCTIONS: Your instructor is requesting evaluative input as to the effectiveness of the
supplementary materials (syllabus, assignments, handouts, textbooks, etc.) used in the course.
Instructors use these materials to help accomplish the course objectives. Review the objectives for
the course (listed below) and the “grad” the course materials listed and described on the form. Your
instructor evaluates the materials you submit. Now, the tables are turned—“grade” the materials your
instructor uses in the course. Assign an overall letter grade (A, B, C, D, or F) in each area and then √
+, √ or √– to the items listed beneath it. Assign √+ if the course material under consideration
accomplishes the objectives very well, assign a √ if the objectives are accomplished but without any
special distinction and use √- when the course material does not accomplish the objectives. In those
cases, if you think it might be unclear to the instructor why the material is ineffective, include a
sentence that explains your objections on the back.
COURSE OBJECTIVES
COURSE SYLLABUS: OVERALL LETTER GRADE _____
_____ Identifies instructional resources like books, films and guest speakers
_____ Describes evaluation procedures
_____ Outlines the sequence of topics to be covered
_____ Includes a class or activity schedule or calendar
_____ Lists major assignments and due dates
_____ Contains information about the faculty member, i.e. name, office address, office house, phone
number
_____ Includes a statement or description of course objectives
_____ Is structured so that the information is clear and easily understood
_____ Is neatly typed without spelling or grammatical errors
Helpful Guide 26 COURSE MATERIALS REVIEW
ASSIGNMENTS: OVERALL LETTER GRADE _____
_____ Produce meaningful and challenging learning experiences
_____ Include a variety of activities which are responsive to varying student interests, abilities and
learning styles
_____ Are appropriate to course objectives and content level
_____ Are spaced at appropriate intervals in the course
_____ Are challenging but not over burdensome
_____ Prepare students for more complex courses in this subject area
_____ Are given with ample time to complete them
HANDOUTS: OVERALL LETTER GRADE _____
_____ Are relevant additions and/or elaborations of course content
_____ Are structured so that the content is clearly communicated to readers
_____ Are neat and minus spelling and grammatical errors
_____ Are distributed with appropriate background so their relationship to course content and
objectives is clear
EXAMS: OVERALL LETTER GRADE _____
_____ Contain content consistent with course objectives –in other words the instructor is evaluating
students on what he/she believes they ought to be able to do or know
_____ Contain items written so that the intent of the questions are clear and explicit
_____ Cover manageable amounts of material in terms of time allocated for studying it
_____ Are too long, given the time limit of the exam period
_____ Require analysis and application of content as opposed to regurgitation of details
_____ When graded, include written comments which give some feedback about both right and
wrong answers
_____ Returned exams include written comments that are clear and readable
_____ When graded, contain some explanation of how the instructor calculated the exam score
Helpful Guide 27 COURSE MATERIALS REVIEW
TEXTBOOK(S): OVERALL LETTER GRADE _____
_____ Are not too easy or difficult
_____ Are clearly related to course objectives
_____ Present content in a systematic and logical order that makes it easy to understand the material
_____ Present material interestingly so as to encourage reading
_____ Are used in ways that show the relationship between book content and class content
SUPPLEMENTAL READING LISTS: OVERALL LETTER GRADE _____
_____ Contain material that seems relevant to the course
_____ Supplement course content
_____ Include content that is challenging yet not inappropriately difficult
_____ Contain materials that are easy to locate and convenient to use
_____ Include information to direct reading in terms of its relationship to course content
LECTURE OUTLINES (provided in class): OVERALL LETTER GRADE _____
_____ Communicate a sense of proportion and detail that is consistent with content
_____ Provide enough information to assist the note taking process without making taking notes
unnecessary
_____ Include space to write additional information
_____ Are enhanced by lecture presentations in class
STUDY QUESTIONS/REVIEW MATERIALS/SAMPLE PROBLEMS: OVERALL LETTER GRADE
_____
_____ Prepare one to perform successfully on exams
_____ Cover content that is covered on the exam
_____ Are designed so that their completion makes the content easier to understand and remember
_____ Do not focus on large quantities of material that are irrelevant to exam content
_____ Provide enough opportunity to practice problem solving skills
Helpful Guide 28 COURSE MATERIALS REVIEW
VISUAL MATERIALS (as in prepared slides and transparencies): OVERALL LETTER GRADE
_____
_____ Illustrate aspects of the content which are enhanced by visual representation
_____ Are clear and “graphically” illustrate the content
_____ Include written elaborations that are clear and easily read
_____ Can be seen and read with ease everywhere in the classroom
_____ Contain manageable amounts of material so excessive amounts of time are not required to
copy everything down
OVERALL CONCLUSIONS: (assign a letter grade to each item)
_____ Grade these course materials compared to others you have used
_____ Grade these materials in terms of how well they reflect this instructor’s preparation and
concern for students
From Weimer, M., Parrett, J. & Kerns, M. (1988). How Am I teaching? Forms and Activities for Acquiring
Instructional Input. Madison, WI: Magna Publications, Inc.