NSF CCLI Project Baseline Survey
Interest, Attitudes, and Preparedness (IAP) for the Study of Engineering
The purpose of this survey is to learn about the levels of interest, attitudes, and preparedness belonging to
beginning undergraduate students who intend to study engineering. There are three sections to this
survey: 1) interests and attitudes; 2) academic preparedness; and 3) demographic information. Section one
contains 21 questions that concern students’ interests and attitudes related to engineering. In Section two,
there are five questions about students’ study of mathematics in high school as well as at the beginning of
their college careers. Section three is dedicated to collecting demographic statistics; there are four
questions in this last section. Data were used by the grant project team to establish a baseline, or general
understanding, of engineering-related interests, attitudes, and academic preparedness from the student
perspective.
Extremely
comfortable
Very
comfortable
Comfortable
Somewhat
comfortable
Statement
Not at all
comfortable
Sample Questions
Interests and attitudes
Indicate your comfort level in knowing how each academic subject area is used in engineering.
Chemistry
Physics
Calculus
Computers/computer science
Writing
Public speaking/communication
Overall, to what extent do you feel confident in your ability to succeed in engineering?
 Not at all confident
 Somewhat confident
 Confident
 Very confident
 Extremely confident
Academic Preparation
How many math classes did you take in high
school?
a.
1
b.
2
c.
3
d.
4
e.
More than 4
What was your average grade in your high
school math courses?
a.
Mostly A’s
b.
A’s and B’s
c.
Mostly B’s
d.
B’s and C’s
e.
Mostly C’s and below
NSF CCLI Summer Course Survey
Bridge to Calculus
The purpose of this survey is to learn about students’ experiences and levels of satisfaction in the Bridge
to Calculus summer class. There are 20 video lectures, 20 practice problems, and 10 homework
assignments embedded in the course. The survey includes questions concerning student satisfaction with
these course components. There are also questions on how the course prepared students for future
university study, specifically calculus. There are 29 questions, divided into three sections: 1) student
experiences with course components; 2) overall impressions; and 3) demographic information. In section
one, there is an initial question, followed by 5 questions on video lectures, 5 questions on the practice
problems, and 5 questions on the homework assignments. Section two includes nine questions on
students’ self-reported levels of confidence, comfort, and feelings of preparation related to studying math
and engineering. Section three is dedicated to collecting demographic statistics; there are four questions in
this last section. Data were used by the grant project team to inform the development of a calculus
curriculum support program.
Sample Questions
Student Experiences with Course Components
Which of the following, if any, help you learn math in this class? You may mark more than one answer.
 video lectures
 problem sets/worksheets
 homework assignments
What did you like about the video lectures? You may mark more than one response.
 I was able to work at my own pace.
 I could start/pause them as often as I needed to.
 I could replay the lectures as often as I needed to.
 They are available whenever I want them.
 I am in control of the flow of information.
 I liked learning in a one-on-one setting.
 Other, please specify: _________________
Overall Impressions
After taking this course, how confident are you in your mathematical abilities?
 Not at all confident
 Somewhat confident
 Confident
 Very confident
 Extremely confident
After taking this course, how comfortable are you with using math to solve practical problems?
 Not at all comfortable
 Somewhat comfortable
 Comfortable
 Very comfortable
 Extremely comfortable
NSF CCLI Project Baseline Survey
Calculus Knowledge and Perspectives (CKP) Related to the Study of Engineering
The purpose of this survey is to learn about students’ basic knowledge and perspectives of calculus as it
relates to engineering. Some questions pertain to students’ interactions with others who are studying
calculus and engineering, general academic interests, and level of preparedness for taking a college math
course. There are 32 questions on this survey, divided into four sections: 1) knowledge and perspectives
on calculus and engineering; 2) academic interests; 3) academic preparedness; and 4) demographic
information. Section one contains 13 questions about students’ self-reported comfort and confidence
levels in their calculus skills and abilities. This section also asks for student feedback on with whom they
interact and how often when working on calculus and engineering coursework. Section two includes 10
questions about students’ interest in studying engineering, major selection, and course selection. In
section three, there are five questions about students’ study of mathematics in high school as well as at the
beginning of their college careers. Section four is dedicated to collecting demographic statistics; there are
four questions in this last section. Data were used by the grant project team to establish a baseline, or
general understanding, of engineering-related knowledge, interests, attitudes, and academic preparedness
from the student point of view.
Extremely
confident
Very
confident
Confident
Somewhat
confident
Concept
Not at all
confident
Sample Questions
Knowledge and Perspectives on Calculus and Engineering
Indicate the extent to which you feel confident in your skills and abilities in the following fundamental
calculus concepts.
Limits
Derivatives
Applications of Derivatives
Integrals
Applications of Integrals
What role do you think calculus plays in solving engineering problems? Circle the most appropriate
response.
 Calculus is always required to solve engineering problems.
 Calculus is sometimes required to solve engineering problems.
 I do not see the connection between calculus and engineering.
Sample Questions from the CKP Survey (con’t)
Academic Interests
What is your academic major? [open-ended response]
Extremely
Important
Very
Important
Important
Statement
Somewhat
important
Not at all
important
If you are majoring in engineering, indicate the extent to which each statement is important to you in your
decision to consider engineering as your undergraduate major.
The job outlook for engineering majors is good.
The challenge of solving engineering problems appeals to me.
Engineering provides opportunities to solve societal problems.
Engineering is the most challenging undergraduate major.
Majoring in engineering will prepare me for graduate school
or medical school.
I am good at math.
I am good at science.
A high school teacher or advisor told me to major in
engineering.
A family member or friend is an engineer.
List here any other reasons you chose your current major. [open-ended response]
Academic Preparedness
How many math classes did you take in high
school?
a. 1
b. 2
c. 3
d. 4
e. More than 4
How many college-level math classes have you
taken prior to calculus?
a. 0
b. 1
c. 2
d. 3
e. More than 3
NSF CCLI Project Survey
Modules and Mentors (MM) Survey for Students in Calculus (I and II) Study Sessions
The purpose of this survey is to learn about students’ experiences in Calculus (I and II) related to the
engineering concept problems and, also, working with engineering peer mentors in the study sessions.
Some questions pertain to the engineering problems (or modules) that were distributed at varying times in
the calculus course. Other questions provide students an opportunity to express their level of satisfaction
with the modules as well as with the mentor study sessions. There are 18 questions on the survey, divided
into three sections: 1) mentor-led study sessions; 2) engineering module problems; 3) overall impressions.
Section one contains five questions about the number of mentor study sessions and motivations for
attending. The questions in section two, of which there are five, are focused on identification of student
preferences pertaining to the module problems. Section three houses the remaining eight questions on
students’ self-reported levels of confidence, comfort, and feelings of preparation related to studying math
and engineering. Data were used by the grant project team to further development of a calculus
curriculum support program that uses modules and mentors.
Sample Questions
Mentor Study Sessions
Why did you attend the mentor study sessions? You may mark more than one response.
 To learn about how calculus is used to solve engineering problems.
 To earn extra homework points.
 To get to know my classmates better.
 I enjoy working in a group setting.
 Other, please specify: ___________________
How helpful was working with an engineering peer mentor in learning calculus?
 Not at all helpful
 Somewhat helpful
 Helpful
 Very helpful
 Extremely helpful
Engineering Module Problems
What did you enjoy about the engineering problems that you marked as “preferred”? You may mark more
than one response.
 I liked the subject matter.
 The problems were challenging.
 The problems were easy.
 They helped me learn calculus.
 Other, please specify: ___________________
How helpful were the engineering problems in learning calculus?
 Not at all helpful
 Somewhat helpful
 Helpful
 Very helpful
 Extremely helpful
Sample Questions from the MM Survey (con’t)
Overall Impressions
After taking this course, how confident are you in your mathematical abilities?
 Not at all confident
 Somewhat confident
 Confident
 Very confident
 Extremely confident
After taking this course, how comfortable are you with using calculus to solve engineering problems?
 Not at all comfortable
 Somewhat comfortable
 Comfortable
 Very comfortable
 Extremely comfortable
After taking this course, how connected do you feel to other students in math and/or engineering?
 Not at all connected
 Somewhat connected
 Connected
 Very connected
 Extremely connected