Faculty Information Form (FIF)

Department:

 

OBJECTIVES

Using the scale provided, identify the relevance of each of the twelve objectives to this course. Your weighting of the objectives is very important because it describes the uniqueness of your course by defining its purposes and what students are supposed to learn. As a general rule, we recommend that you select no more than 3-5 objectives either as "Essential" or "Important," prioritizing what you want students to learn. The weighting system used to generate summary results in the IDEA report weighs Essential objectives "2," Important objectives "1," and Minor objectives "0."

M

 = Minor or No Importance

I

 = Important

E

 = Essential

 

 

M

I

E

 

1.

Gaining factual knowledge (terminology, classifications, methods, trends)

 

2.

Learning fundamental principles, generalizations, or theories

 

3.

Learning to apply course material (to improve thinking, problem solving, and decisions)

 

4.

Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course

 

5.

Acquiring skills in working with others as a member of a team

 

6.

Developing creative capacities (writing, inventing, designing, performing in art, music, drama, etc.)

 

M

 = Minor or No Importance

I

 = Important

E

 = Essential

 

 

M

I

E

 

7.

Gaining a broader understanding and appreciation of intellectual/cultural activity (music, science, literature, etc)

 

8.

Developing skill in expressing oneself orally or in writing

 

9.

Learning how to find and use resources for answering questions or solving problems

 

10.

Developing a clearer understanding of, and commitment to, personal values

 

11.

Learning to analyze and critically evaluate ideas, arguments, and points of view

 

12.

Acquiring an interest in learning more by asking questions and seeking answers

 

Contextual Questions (Research Purposes):

The IDEA Center will conduct research on these optional questions in order to improve the interpretation of student ratings.

13.

Which of the following represents the primary approach to this course?
     Lecture
     Discussion/recitation
     Seminar
     Skill/activity
     Laboratory
     Field Experience
     Studio
     Multi-Media
     Practicum/clinic
     Other

 

14.

If multiple approaches are used, which one represents the secondary approach?
     Lecture
     Discussion/recitation
     Seminar
     Skill/activity
     Laboratory
     Field Experience
     Studio
     Multi-Media
     Practicum/clinic
     Other

 



Describe this course in terms of its requirements with respect to the features listed below. Use the following code to make your responses:

N

 = None (or little) required

S

 = Some required

M

 = Much required

 

 

N

S

M

 

15.

Writing

 

16.

Oral communication

 

17.

Computer applications

 

18.

Group work

 

19.

Mathematical/quantitative work

 

20.

Critical thinking

 

21.

Creative/artistic/design endeavor

 



Rate each of the circumstances listed below, using the following code to respond:

P

 = Had a positive impact on learning

I

 = Neither a positive nor a negative impact

N

 = Had a negative impact on learning

?

 = Can't judge

 

 

P

I

N

?

 

22.

Physical facilities and/or equipment

 

23.

Your previous experience in teaching this course

 

24.

Substantial changes in teaching approach, course assignments, content, etc.

 

25.

Your desire to teach this course

 

26.

Your control over course management decisions (objectives, test, exams, etc.)

 

27.

Adequacy of students' background and preparation for the course

 

28.

Student enthusiasm for the course

 

29.

Student effort to learn

 

30.

Technical/instructional support

 

 

31.

Please identify the principal type of student enrolling in this course
     Freshmen/sophomores seeking to meet a "general education" or "distribution" requirement
     Freshmen/sophomores seeking to develop background needed for their intended specialization
     Upperclassmen non-majors taking the course as a "general education" or "distribution" requirement
     Upperclassmen majors (in this or a related field of study) seeking competence or expertise in their academic/professional specialty
     Graduate or professional school students
     Combination of two or more of the above types

 

32.

Is this class team taught?
     Yes
     No

 

33.

Is this class taught through distance learning?
     Yes
     No

 

 

 



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