Three separate surveys were developed for faculty, GTAs, and undergraduate.
These surveys probe the following questions:
(1) What do each of the three populations believe are the most important skills for science undergraduates to acquire? Do
these beliefs differ within and between populations?
(2) What do faculty members believe are the most important teaching approaches? Are there differences among faculty
attributable to gender, discipline, rank, or community membership?
(3) What teaching approaches do faculty members report using?
(4) What teaching approaches did undergraduate students experience, and are these consistent with faculty reports?
(5) What professional development opportunities do faculty believe would help them with their teaching?
Marbach-Ad, G., Schaefer-Zimmer, K. L., Orgler, M., Benson, S., and Thompson, K. V. (2012) Surveying Research University Faculty, Graduate Students and Undergraduates: Skills And Practices Important For Science Majors. Paper presented at the annual meeting of the American Educational Research Association (AERA). Vancouver, BC. (Synopsis)
Marbach-Ad, G., Schaefer, K. L, & Thompson, K. V. (2012). Faculty teaching philosophies, reported practices, and concerns inform the design of professional development activities of a disciplinary teaching and learning center. Journal on Centers for Teaching and Learning 4, 119-137.
Marbach-Ad, G., Schaefer-Ziemer, K. L., Orgler, M., & Thompson, K. V. (2014). Science teaching beliefs and reported approaches within a research university: Perspectives from faculty, graduate students, and undergraduates. International Journal of Teaching and Learning in Higher Education, 26(2).
Marbach-Ad, G., Egan, L. C., & Thompson, K. V. (2015). A discipline-based teaching and learning center: A model for professional development. Dordrecht, Netherlands: Springer.