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Teaching Practices Inventory

Developed by the CWSEI (www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm)

To create the inventory we devised a list of the various types of teaching practices that are commonly mentioned in the literature. We recognize that these practices are not applicable to every course, and any particular course would likely use only a subset of these practices. The inventory is intended for use in undergraduate lecture-type courses; it is not intended for use in laboratory or seminar courses.

We have added places that you can make additions and comments and we welcome your feedback.

It should take only about 10 minutes to fill out this inventory (we will ask you at the end how long it took).

Please fill in this inventory for the current Term. One inventory for each undergraduate course that you teach (lecture sections only).

Course number:

Section #(s):

Instructor name:

Total number of students in sections you taught (approximate):

I. Course information provided to students via hard copy or course webpage. (check all that occurred in your course)

List of topics to be covered
List of topic-specific competencies (skills, expertise, …) students should achieve (what students should be able to do)
List of competencies that are not topic related (critical thinking, problem solving, …)
Affective goals – changing students’ attitudes and beliefs (interest, motivation, relevant beliefs about their competencies, how to master the material)
Other (please specify)

III. In-class features and activities

III. A. Various

Average number of times ...

Per class: pause to ask for questions:

Per class: have small group discussions or problem solving:

Per class: show demonstrations, simulations, or video clips:

Per class: show demonstrations, simulations, or video where students first record predicted behavior and then afterwards explicitly compare observations with predictions:

Per term: discussions on why the material useful and/or interesting from students' perspective:

Comments on above (if any):

Check all that occurred in your course:

Students asked to read/view material for upcoming class session
Students asked to read/view material for upcoming class session and complete assignments or quizzes on it shortly before class or at beginning of class
Reflective activity at end of class, e.g. “one minute paper” or similar (students briefly answering questions, reflecting on lecture and/or their learning, etc.)
Student presentations (verbal or poster)

Fraction of typical class period you spend lecturing (presenting content, deriving mathematical results, presenting a problem solution, …)

Considering the time spent on the major topics, approximately what fraction was spent on the process by which the theory/model/concept was developed?

0-10%
11-25%
more than 25%

III. B. Personal Response System (PRS)

If a student response system is used to collect responses from all students IN REAL TIME IN CLASS, what method is used? (check all that occurred in your course)

electronic (“clickers”) with student identifier
electronic anonymous
colored cards
raising hands
written student responses that are collected and reviewed in real time
Other (please specify)

Number of PRS questions posed followed by student-student discussion per class:

Number of times PRS used as quiz device (graded and no student discussion) per class:

IV. Assignments (check all that occurred in your course)

Problem sets/homework assigned or suggested but did not contribute to course grade
Problem sets/homework assigned and contributed to course grade at intervals of 2 weeks or less
Paper or project (an assignment taking longer than two weeks and involving some degree of student control in choice of topic or design)
Encouragement and facilitation for students to work collaboratively on their assignments
Explicit group assignments
Other (please specify)

V. Feedback and testing; including grading policies (check all that occurred in your course)

V. A. Feedback from students to instructor during the term

Midterm course evaluation
Repeated online or paper feedback or via some other collection means, such as clickers
Other (please specify)

V. B. Feedback to students (check all that occurred in your course)

Assignments with feedback before grading or with opportunity to redo work to improve grade
Students see their graded assignments
Students see assignment answer key and/or grading rubric
Students see their graded midterm exam(s)
Students see midterm exam(s) answer key(s)
Students explicitly encouraged to meet individually with you
Other (please specify)

V. C. Testing and grading

Number of midterm exams

Approximate fraction of exam grade from questions that required students to explain reasoning

Approximate breakdown of course grade (% in each of the following categories)

Final Exam


			Approximate percent
Midterm Exam(s)
Homework assignments
Paper(s) or project(s)
In-class activities
In-class quizzes
Online quizzes
Participation
Lab component
Other (please specify):

VI. Other (check all that occurred in your course)

Assessment given at beginning of course to assess background knowledge
Use of instructor-independent pre-post test (e.g. concept inventory) to measure learning.
Use of pre-post test that is repeated in multiple offerings of the course to measure and compare learning
Use of pre-post survey of student interest and/or perceptions about the subject
Opportunities for students’ self-evaluation of learning
Students provided with opportunities to have some control over their learning, such as choice of topics for course, paper, or project, choice of assessment methods, etc.
New teaching methods or materials were tried along with measurements to determine their impact on student learning

VII. Training and Guidance of Teaching Assistants (check all that occurred in your course)

No TAs for course
TAs must satisfy English language skills criteria
TAs receive ½ day or more of training in teaching
There are Instructor-TA meetings every two weeks or more frequently, where student learning and difficulties, and the teaching of upcoming material are discussed.
TAs are undergraduates
TAs are graduate students
Other (please specify)

VIII. Collaboration or sharing in teaching

Used or adapted materials provided by colleague(s)
Used “Departmental” course materials that all instructors of this course are expected to use

Discussed how to teach the course with colleague(s)

Read literature about teaching and learning relevant to this course

Sat in on colleague's class (any class) to get/share ideas for teaching

IX. General (open-ended comments)

Please write any other comments here. If this survey has not captured an important aspect of your teaching of this course, or you feel like you need to explain any of your above answers please describe it here.

How many minutes did it take you to fill out this survey?