University of Hawai'i CAFE

FAQs

For a visual walkthrough and Video Demos, please go here. (popup window)

Students

Q. Can my answers be traced back to me?
A. No. At no time do we associate you with your answers. All answers are completely anonymous.

Q. Where can I see published results?
A. Instructors can voluntarily publish their results for all to see. Go to http://www.hawaii.edu/ecafe and click on the "View Published Surveys" button to see the results.

Q. When do instructors get to see the results?
A. The Thursday after grades are due.

Q. I made a mistake when I submitted my survey, can I redo it?
A. Once a survey is submitted, it is stored completely independently of your identifying information. We do this so the surveys will be completely anonymous, but it has the unfortunate side affect that we can't determine which survey is yours in order to fix a mistake. You may want to email your instructor about it so they have a record proving that those results were erroneous.

Instructor

Q. Is my Organization (campus, college, division, department, or subject) participating?
A. : View list of organizations that have signed up.
Q. Can I use eCAFE if my organization is not participating?
A. Yes! Please log in during the Instructor Edit period (listed on the front page) to enable and setup your evaluations.

Q. Where can I see the list of questions available for selection?
A. At the bottom of this page.

Q. Why are we doing electronic surveys?
A. The scantron machine that processes our paper-based surveys is ancient, on its last legs, and there are no parts available for it. Should it break, we will not be able to process paper surveys anymore. eCAFE is an attempt to get a system in place before the inevitable happens.

Q. Where are my results from the summer session?
A. There are two different instruments for conducting surveys: eCAFE which is the online version you are currently visiting at www.hawaii.edu/ecafe, and CAFE, the paper version at http://www.cafe.hawaii.edu/. You likely used the paper version, please visit http://www.cafe.hawaii.edu/ and inquire there.

Q. What does it mean to publish?
A. Publishing is agreeing to display the aggregated results of a survey on a public site. After the student survey period closes, you will be able to view your results and decide if you want to publish them or not. If you choose to publish, you will be shown what will be posted, and you will have a chance to omit individual responses to open-ended questions before submitting the results for publishing. You will also be able to revoke your decision at any time. To see what published results look like, go to http://www.hawaii.edu/ecafe and click on the "View Published Surveys."

Q. What happens if I select "I would like to publish this survey result?"
A. This is declaring your intent to make your results public at the end of the semester. If you select "Yes," the eCAFE system will let your students know that you plan to make the results public. This gives them an incentive to participate. Declaring your intent to publish does not mean that you are forced to publish, or that publishing your results will happen automatically. You will still need to log in during the results period and click a "Publish" button before it actually takes place. Even if you select "No," you can still publish the results later if you choose to do so.

Q. How is the mean computed?
A. The mean is computed by assigning values to each answer and taking the average of those values. For example, let's say there's a multiple choice question with possible answers of Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree. Strongly Agree is assigned a value of 5 and Strongly Disagree is assigned a value of 1. If six students responded with three students answering Strongly Agree, two answering Agree, and one answering Neutral, the math would look like this: ((3*5)+(2*4)+(1*3))/6. = 15+8+3/6 = 26/6 = 4.33. We round off the mean at two digits after the decimal.

Q. What does "Disable Survey" or "Enable Survey" mean?
A. If your department has determined that your participation is voluntary, you will see one of these buttons next to each of your surveys. These allow you to decide if you want to present the survey to your students. If the survey is enabled, the students will receive an email pointing them to the survey when the student survey period opens. If the survey is disabled, no email will be sent and the survey will not be given to anyone.

Q. I don't have a "Disable" button, what's up?
A. Some departments elect to make the surveys mandatory. If that's the case, you will not see the Disable or Enable buttons.

Q. When is the survey open for students to take?
A. Students can take the survey in the three weeks before finals, with the last day being the Friday before finals week.

Q. When do I get to see the results?
A. One week after grades are due.

Q. Does anyone get to see my results?
A. Only if you publish them or explicitly grant an individual access through the system.

Q. How do I find out how many students have completed the survey during the student open period?
A. When you log in, immediately under each class listing, you'll see text in italics that reads something like this: "33 enrolled, 0 completed, 0 opted-out." You will also get periodic emails from us with the up to date completion rates.

Q. How do I let someone see my results?
A. There are three ways to share your results:
- Publish your results. This makes your results publically available.
- Email your results to an individual. This is done via the "Email Results" button next to each of your past results.
- Set an individual to have indefinite access to all your results. This is done via the "Share results" button at the top of the Past Results section. This priviledge can be revoked by you at any time.

Q. Can you tell me which students did my survey?
A. No, we can't. The issue is student privacy. Let's say that you have a class of 5 students, 2 of whom do the survey thinking that the class has enough people that you won't be able to tell who did it, but then we send you a list of the two who did the survey. At that point, it becomes much easier to figure out which response belongs to which student.
The most common question we get from students is "Are my survey responses anonymous." We assure them that they are. If we start telling instructors who did the surveys, then we have to put an asterisk next to our statement of anonymity, and that might be enough to scare them away from doing their surveys.
An alternative method is that when the student completes their survey, they see a message that says "Thank you for completing the survey for ABC 123" which shows the class the survey was submitted for. This page also has the student's name on it. You could ask them to print that out and bring it to class for extra credit. Still, there is some risk in this where unless you have a large class, the student could feel their response's anonymity is in danger.

Q. I can't find the questions regarding Gender (Male/Female), Course (Elective/Required), or Classification(Senior/Junior/etc). Where are they?
A. I'm sorry, but we removed these questions from the set since it creates the potential to identify which student did a particular survey. These questions were set by the campus on the paper surveys and the campus has since waived requiring those questions for eCAFE.

Q. How do I forward/send an email all my students?
A. You can use the MyUH portal at https://myuhportal.hawaii.edu/cp/home/displaylogin. You must log in to MyUH and click the "My Tools" tab. You will see a list of the courses you are teaching for this semester. You need to do the following steps for each course: Click on the course name and it will take you to the "Course Homepage". On the left menu under "Course Tools", click the "E-mail" link. It will list all students in that course, so to email all students you need to check "Select All" and then click "Send E-mail". Then the "Compose E-mail" form will pop up. Copy the email we send you and paste it in the "Message" box.

Staff

Q. How do I get our department signed up for eCAFE?
A. Contact us at the appropriate email listed for your campus here.

Q. Where can I see the list of questions available for selection?
A. At the bottom of this page.

Q. How do I/the department chair view evaluation results?
A. Access to surveys must be explicitly granted by your instructors.

Q. What are my responsibilities as the designated staff member for my campus/college/department?
A.
- Set up the questions that will appear on the surveys of all instructors under your organization.
- Set how many questions instructors are allowed to add to their personal surveys, if any.
- Set which instructors are required to use eCAFE, and which have the option of disabling their online surveys.
- Verify that all your instructors are listed, as any that aren't will not get a survey.
- Indicate if your department is the primary organization for any crosslisted courses.

Q. How do I know when I am supposed to set up my organization's survey?
A. You will receive an email from the eCAFE system notifying you when the system is open. You will also receive several reminder emails during the open period.

Q. How are instructors notified of when they can set up their surveys?
A. The eCAFE system automatically sends all participating instructors an initial email and several reminder emails during the period during which they can edit their surveys. Still, we will send you and email we ask you to forward to all instructors in your organization. This email lets instructors know that eCAFE is a legitimate system as opposed to spam, and to ensure that we aren't omitting any instructor.

Q. Will eCAFE ever be available for summer session?
A. We are planning to run a pilot test during Summer 2009. If you or your department is interested in participating in that pilot test, please contact us at the appropriate address listed here..

Q. How do I/the department chair view evaluation results?
A. Access to surveys must be explicitly granted by your instructors.

Q. What courses does eCAFE exclude?
A. We exclude the following courses:
- Any course that ends before the student evaluation period ends.
- Any course that ends more than one week after the student period ends.
- Any course less than 5 weeks in length
Please note that we include x99 and x00 classes, but by default, these evaluations are turned off and you must turn them on manually if you want an evaluation for these classes.

Q. When your department has an account all courses have their surveys enabled. Can a staff person disable a particular survey?
A. Yes, click the "View Courses" link in the green bar at the top-right corner of the page. This takes you to a list of all courses where you can turn on and off evaluations for those courses/instructors.

Q. Every semester each staff has to copy departmental questions from previous semester to new semester. Will there be a checkbox to automatically have this process done?
A. That feature does not yet exist, but we are looking into it.

Q. What type of information will be included on the email that goes out to faculty at the beginning of October? Will it include what preferences the department has allowed their faculty (ie, optional/mandatory, whether they can add questions and how many, etc.)
A. The text of all emails we send out can be found here. (popup window)

Catalog
of Items

I. Strongly Disagree/Agree Items

STUDENT DEVELOPMENT

	Knowledge and Skills
	Interests and Curiosity
	Social Skills and Attitudes
	Self-concept
	Vocational Skills and Attitudes
	Student Responsibility

INSTRUCTOR RATINGS

	Instructor Skill
	Rapport
	Interaction
	Feedback
	Instructor's Accessibility
	Organization
	Difficulty

COURSE ELEMENTS

	Teaching Assistant
	Recitation Section
	Class Assignments
	Reading Assignments
	Laboratory Assignments
	Course Materials
	Audiovidual and Instructional Technology
	Clinical Work
	Studio/Performance Work
	Field Trips
	Guest Lectures
	Exams
	Grading
	Team Teaching Course (Multiple Instructors)
	Classroom Environment
	Speciality Items

II. Open-Ended Items

	Student Development
	Instructor Ratings
	Course Elements

I. Strongly Disagree/Agree Items

STUDENT DEVELOPMENT: Knowledge and Skills.

001	I learned a good deal of factual material in this course.
002	I gained a good understanding of concepts/principles in this field.
003	I learned to apply principles from this course to new situations.
004	I learned to identify main points and central issues in this field.
005	I developed the ability to solve real problems in this field.
006	I developed creative ability in this field.
007	I developed the ability to communicate clearly about this subject.
008	I developed the ability to carry out original research in this area.
009	I developed the ability to evaluate new course work content in this field.
010	I learned to recognize quality work in this field.

STUDENT DEVELOPMENT: Interests and Curiosity

011	I deepened my interest in the subject matter of this course.
012	I developed enthusiasm about the course material.
013	I was stimulated to do outside reading about the course material.
014	I was stimulated to discuss related topics outside of class.
015	I developed plans to take additional related courses.
016	I developed a set of overall values in this field.
017	I learned a lot in this course.

STUDENT DEVELOPMENT: Social Skills and Attitudes

018	I participated actively in class discussion.
019	I participated actively in the small group sessions.
020	I developed leadership skills in this class.
021	I developed new friendships in this class.
022	I developed greater awareness of societal problems.
023	I became interested in community projects related to the course.
024	I learned to value new viewpoints.
025	I reconsidered many of my former attitudes.
026	I enjoyed this course.

STUDENT DEVELOPMENT: Self-concept

027	I gained a better understanding of myself through this course.
028	I gained an understanding of some of my personal problems.
029	I developed a greater sense of personal responsibility.
030	I increased my awareness of my own interests and talents.
031	I developed more confidence in my ability to communicate effectively through writing.
032	I developed more confidence in myself.

STUDENT DEVELOPMENT: Vocational Skills and Attitudes

033	I developed skills needed by professionals in this field.
034	I improved my abilities to do the kinds of writing used by professionals in this field.
035	I learned about career opportunities.
036	I developed a clearer sense of professional identity.
037	I improved my abilities to revise my rough drafts and to make my writing more effective.

STUDENT DEVELOPMENT: Student Responsibility

038	I try to relate what I learn in this course to my own experience.
039	I utilize all the learning opportunities provided in the course.
040	I create my own learning experiences in connection with the course.
041	I help classmates learn.
042	This course was helpful in developing new skills.
043	I performed up to my potential in this course.
044	I generally understood the material presented in this course.
045	I felt that this course challenged me intellectually.
046	I have become more competent in this subject area during this course.
047	My opinions about some topics changed because of this course.
048	I learned more in this course than I expected to learn.
049	The course made me think hard and carefully.
050	The instructor inspired me to be critical of ideas and materials.

INSTRUCTOR RATINGS: Instructor Skill

051	The instructor gives clear explanations.
052	The instructor makes good use of examples and illustrations.
053	The instructor stresses important points in lectures/discussions.
054	The instructor is enthusiastic about the course material.
055	The instructor puts material across in an interesting way.
056	The instructor gave useful writing assignments.
057	The instructor seems to enjoy teaching.
058	The instructor appears to have a thorough knowledge of the subject.
059	The instructor seems knowledgeable in many areas.
060	The instructor is not confused by unexpected questions.
061	The instructor is skillful in observing student reactions.
062	The instructor helped me understand how writing is used in this field.
063	The instructor is sensitive to student difficulty with course work.
064	The instructor's voice was clear and understandable.
065	The instructor explained the writing requirements clearly.
066	The instructor defined new terms, concepts, and principles.
067	The instructor slowed down when discussing complex and difficult topics.
068	The instructor was able to explain concepts clearly and effectively.
069	The instructor stimulated me to think about the subject matter.
070	The instructor broadened my understanding and grasp of the subject.
071	The instructor clearly stated at the beginning of the semester the objectives of the course and requirements.
072	The instructor was effective in meeting the objectives of the course.
073	The instructor has an interesting style of presentation.
074	The instructor frequently discussed recent developments related to the subject matter.
075	The instructor presented the origins of ideas and concepts.
076	The instructor's presentation of abstract ideas and theories was clear.
077	The instructor stated the course objectives clearly.
078	The instructor was able to clarify difficult course topics.
079	The instructor spoke clearly and audibly.
080	The instructor was enthusiastic about the course material.

INSTRUCTOR RATINGS: Rapport

081	The instructor is friendly.
082	The instructor is permissive and flexible.
083	The instructor maintains an atmosphere of good feeling in class.
084	The instructor acknowledges all questions insofar as possible.
085	The instructor treated students fairly.
086	The instructor encourages constructive criticism.
087	The instructor is willing to meet and help students outside class.
088	The instructor gives individual attention to students in the class.
089	The instructor adjusts to fit individual abilities and interests.
090	The flexibility of this course helps all kinds of students learn.
091	The instructor tailors this course to help many kinds of students.
092	The instructor was easy to talk with and available for consultation.
093	The instructor treated students with respect.
094	The instructor shows appreciation of my efforts to learn.
095	The instructor encourages me to speak the language being studied in class, and to use it actively in class.
096	The instructor makes me feel free to ask questions.
097	The instructor has been helpful whenever I have encountered difficulties.

INSTRUCTOR RATINGS: Interaction

098	Students frequently volunteer their own opinions.
099	One real strength of this course is the classroom discussion.
100	Students in this course are free to disagree and ask questions.
101	The design of this course lets me learn at my own pace.
102	The small group sessions helped me learn more about writing.
103	The instructor was able to stimulate and lead group discussions.
104	The instructor encouraged class discussion.

INSTRUCTOR RATINGS: Feedback

105	The instructor suggests specific ways students can improve.
106	The instructor tells students when they have done especially well.
107	The instructor's feedback about my writing helped me become a better writer.
108	The instructor keeps students informed of their progress.
109	Feedback from other students about my written work was valuable.
110	I received personal attention from the instructor.
111	The instructor seemed to know when participants understood the presentation.
112	The instructor was thoughtful and precise in response to questions.

INSTRUCTOR RATINGS: Instructor's Accessibility

113	Assistance from the instructor outside the class was readily available.
114	Talking to the instructor during office hours was helpful.
115	I was able to get individual help when I needed it.
116	The office hours were scheduled at convenient times.
117	The instructor was available for consultation with students.
118	The instructor encouraged out-of-class consultations.
119	The instructor was willing to help.
120	The instructor was accessible to students outside of class.
121	The instructor was available and willing to help with individual problems outside of class.

INSTRUCTOR RATINGS: Organization

122	The instructor has everything going according to schedule.
123	The instructor follows an outline closely.
124	The instructor uses class time well.
125	The instructor seems well prepared for each class.
126	The objectives of the course were clearly explained.
127	Work requirements and grading system were clear from the beginning.
128	The instructor was well organized and prepared for each session.
129	The course objectives were clear.
130	The instructor presented the course materials in a clear and organized way.
131	In general, the course was well organized.
132	The instructor was consistently well-prepared and organized for class.

INSTRUCTOR RATINGS: Difficulty

133	The amount of work required is appropriate for the credit received.
134	The amount of material covered in the course is reasonable.
135	The instructor sets high standards for students.
136	The instructor makes the course difficult enough to be stimulating.

COURSE ELEMENTS: Teaching Assistant

137	Overall, the TA is an excellent teacher.
138	The TA motivates me to do my best work.
139	The TA is effective.
140	The TA gives clear and understandable explanations.
141	The TA is enthusiastic about the course material.
142	The TA appears to have a thorough knowledge of the subject.
143	The TA is skillful in observing student reactions.
144	The TA is friendly and accessible.
145	In my section, students volunteer their own opinions.
146	The TA tells students when they have done a particularly good job.
147	The TA plans class activities in detail.
148	The TA asks for an appropriate amount of work for the time available.
149	The TA sets high standards for students.
150	The TA grades paper (exams, homework) fairly.
151	The TA broadened my understanding and grasp of the subject.
152	The TA listened to what students had to say.
153	The TA was well organized and prepared for each session.
154	The TA was able to stimulate class participation.
155	The TA was effective in leading group discussions.
156	The TA clarified the assigned readings and/or the lectures.
157	The TA stimulated students to think about the subject matter.
158	The TA was able to explain concepts in terms I could understand.
159	The TA was easy to talk with and available for consultation.
160	The TA's oral speaking was clear and effective.
161	The TA's comments on written work were helpful.

COURSE ELEMENTS: Recitation Section

162	The recitation section is a valuable part of this course.
163	The recitation section is a great help to learning.
164	There is ample opportunity to ask questions in the recitation section.
165	The recitation section clarifies lecture material.
166	The recitation section extends the coverage of lecture topics.
167	Students get individual attention in the recitation section.

COURSE ELEMENTS: Class Assignments

168	Assignments (papers, problem sets) seem carefully chosen.
169	Assignments are interesting and stimulating.
170	Assignments make students think.
171	Directions for assignments are clear and specific.
172	The writing assignments helped me retain the course content.
173	Assignments require a reasonable amount of time and effort.
174	Assignments are relevant to what is presented in class.
175	Assignments are graded fairly.
176	Assignments are returned promptly.
177	The writing assignments helped me understand the course content.
178	The writing assignments helped me develop abilities to solve problems.
179	The types of writing we did were relevant to the field.
180	Class projects are related to course goals and objectives.
181	The group work contributes significantly to this course.
182	Student presentations significantly contribute to this course.
183	Student presentations in class are interesting and stimulating.
184	Class assignments provided an effective aid for learning the subject matter.

COURSE ELEMENTS: Reading Assignments

185	Reading assignments seem carefully chosen.
186	Reading assignments are interesting and stimulating.
187	Reading assignments make students think.
188	Reading assignments require a reasonable amount of time and effort.
189	Reading assignments are relevant to what is presented in class.
190	The assigned readings significantly contribute to this course.
191	The assigned reading is well integrated into this course.
192	The reading materials were relevant to the course objectives.
193	The assigned readings were instrumental in the development of my knowledge of the subject matter.
194	The instructor's expectations regarding assignments were explicit.

COURSE ELEMENTS: Laboratory Assignments

195	The laboratory was a valuable part of this course.
196	Laboratory assignments seem carefully chosen.
197	Laboratory assignments are interesting and stimulating.
198	Laboratory assignments make students think.
199	Directions for laboratory assignments are clear and specific.
200	Lab assignments require a reasonable amount of time and effort.
201	Lab assignments are relevant to what is presented in class.
202	Lab reports are graded fairly.
203	Lab reports are returned promptly.
204	The laboratory instructor was concerned with safety.
205	The lab equipment was, on most occasions, effectively set up.
206	The use of laboratory equipment was adequately explained.
207	Assistance was available throughout laboratory sessions.
208	The lab sections were a valuable part of this course.

COURSE ELEMENTS: Course Materials

209	The course materials (texts, handouts) make a valuable contribution to the course.
210	The course materials (texts, handouts) are easy to read and understand.
211	The course materials present various sides of issues.
212	A textbook would be a useful addition to this course.
213	I am generally pleased with the materials (texts, handouts) required for this course.
214	There was considerable agreement between the announced course and what was taught.
215	The instructional materials (e.g., tests, handouts, etc.) were relevant to course objectives.
216	The course was well-organized in terms of continuity and presentation.
217	The course was a valuable contribution to my education.
218	I feel that this course challenged me intellectually.
219	The course content and work requirements agree with the description in the General Catalog and other announcements.
220	The course has significantly increased my knowledge and interests.
221	In relation to the number of hours spent in class, this course requires an appropriate amount of homework.
222	The course has given me more insight into the behavior and culture of native speakers of the language.
223	The course is highly recommended if it were taught by this instructor.
224	The course is so conducted that I know on a daily/weekly basis what is expected of me.

COURSE ELEMENTS: Audiovidual and Instructional Technology

225	Audiovisual materials (or computers) were adequate and used appropriately.
226	Audiovisual materials (or computers) helped to clarify difficult concepts.
227	Audiovisual materials (or computers) were an asset to this course.
228	Audiovisual materials (or computers) used in this course contributed significantly to my learning.
229	Audiovisual materials (or computers) used in this course were well integrated with course topics.
230	Audiovisual materials (or computers) used in this course were well chosen.

COURSE ELEMENTS: Clinical Work

231	We encountered a good variety of clinical problems.
232	The instructor's clinical demonstrations were clear and concise.
233	Clinical techniques were explained and discussed thoroughly.
234	Sufficient observation and supervision were provided.
235	Prior course work adequately prepared me to handle the clinical tasks.
236	The instructor evaluated my clinical work consistently.
237	The instructor was very helpful in my developing good clinical techniques.
238	Appropriate and inappropriate clinical procedures were clearly identified.
239	The instructor made reasonable demands of the students considering our level of clinical training.
240	Performance exams allowed me to sufficiently demonstrate my clinical competencies.
241	Considering client/patient availability, the clinical experiences were realistic and appropriate.
242	The instructor satisfactorily answered my clinical questions.

COURSE ELEMENTS: Studio/Performance Work

243	The projects were valuable in understanding the course.
244	The facilities were adequate.
245	The assigned projects were appropriate to the level of the course.
246	The instructor required a reasonable amount of work to be done in class.
247	The instructor's examples and demonstrations were clear and concise.
248	The instructor carefully explained each step of new processes and techniques.
249	The instructor explained the underlying rationale for techniques or styles.
250	The amount of work expected outside class was appropriate.
251	Student performance evaluation criteria, including definition of "excellent/A" performance, etc., were provided.

COURSE ELEMENTS: Field Trips

252	The field trips were useful learning experiences.
253	The field trips were conducted with a high level of expertise.
254	The logistics of the field trips were well planned.
255	The field trips met my expectations.

COURSE ELEMENTS: Guest Lectures

256	The guest lecturers were interesting and stimulating.
257	The guest speakers contributed significantly to this course.
258	The guest lecturers addressed issues relevant to the course.
259	The guest lecturers were effective speakers.

COURSE ELEMENTS: Exams

260	Examinations cover the important aspects of the course.
261	The exams cover the reading assignments well.
262	The exams cover the lecture material well.
263	Exams are creative and require original thought.
264	Exams are reasonable in length and difficulty.
265	Examination items are clearly worded.
266	The exams are returned in a reasonable amount of time.
267	The examinations are graded very carefully and fairly.
268	The test items are adequately explained after a test is given.
269	The exams gave students an opportunity to demonstrate what they had learned.
270	The exams gave the instructor a comprehensive picture of my understanding of the course material.
271	The exams concentrated on reasoning and applying concepts.
272	The exams concentrated on the important aspects of the course.
273	The instructor took reasonable precautions to prevent cheating during tests.
274	The exams reflected the objectives of the course.
275	I had enough time during the examination periods.
276	The instructor gave fair and consistent grades.
277	The exams were a fair test of your knowledge of the course material.
278	The instructor's written evaluation of my work was very constructive.
279	Exams and assignments were returned promptly so that learning was reinforced.

COURSE ELEMENTS: Grading

280	Grades are assigned fairly and impartially.
281	The grading system was clearly explained.
282	The instructor has a realistic definition of good performance.
283	The instructor was objective in evaluating student's work.
284	Requests for re-grading or review were handled fairly.
285	My grades accurately represent my performance in the course.
286	The instructor was fair in grading and criteria of grades.

COURSE ELEMENTS: Team Teaching Course (Multiple Instructors)

287	Course material was effectively presented with the team teaching approach.
288	No one instructor dominated the teaching in this course.
289	Instruction is well-coordinated among the team teachers.
290	Team teaching provided insights a single instructor could not.
291	The teachers were compatible in this course.
292	The team-teaching approach led to integrated presentations.

COURSE ELEMENTS: Classroom Environment

293

The classroom environment was free of distractions.

COURSE ELEMENTS: Specialty Items
An instructor can reserve up to six specialty items. Only the numbers will appear in the form. The instructor must write the specific question on the chalkboard in the classroom for students to view. Students should not write items on the form.

294	(Speciality Item)
295	(Speciality Item)
296	(Speciality Item)
297	(Speciality Item)
298	(Speciality Item)
299	(Speciality Item)

II. Open-Ended Items

Student Development

300	Which aspects of the course were most valuable?
301	Which aspects of the course were least valuable?
302	Ten years from now I'll probably remember this course most by ...
303	What things did you get from this course that will benefit you personally?
304	What did you find most valuable and helpful about the course?
305	What did you find least valuable and helpful about the course?

Instructor Ratings

306	How can the instructor improve the teaching of this course?
307	Comment on the instructor's professional attitude and behavior.
308	Comment on the instructor's concern for the students.
309	What did you find most valuable and helpful about the instructor?
310	What did you find least valuable and helpful about the instructor?
311	Please list your suggestions for improving the course and/or the instructor's teaching style and methods.
312	What two or three single words best describes this instructor?
313	Global appraisal: Considering everything how would rate this INSTRUCTOR? Circle one. [very poor - poor - average - good - excellent]
314	My overall evaluation of this instructor is....

Course Elements

315	Which aspects of the course did you like the best?
316	Which aspects of the course did you like least?
317	What changes would you make in the lectures?
318	What changes would you make in the readings?
319	What changes would you make in the discussion sections?
320	What changes would you make in the clinical experiences?
321	What changes would you make in the examinations?
322	How can the laboratory be improved?
323	Comment on the physical environment of the classroom (space, noise, lighting, seating, etc.)
324	What changes would you make in the writing assignments?
325	Global appraisal: Considering everything how would you rate this COURSE? Circle one. [very poor - poor - average - good - excellent]
326	What did you find most valuable and helpful about the TA's teaching style and methods?
327	What did you find least valuable and helpful?
328	Please list: suggestions for improving the TA's teaching style and methods.
329	Please list: suggestions for improving the TA's relationships and communication (student - student and student - TA interactions).
330	What two or three single words best describes this teaching assistant?
331	Global appraisal: considering everything how would you rate the overall effectiveness of this Teaching Assistant? Circle one. [very poor - poor - average - good - excellent]
332	Additional comments about your Teaching Assistant, please list.
333	My overall evaluation of this course is...
334	State in two or three sentences how this course could be improved.