Survey Question Examples — TSC Leadership Academy Project

Example Survey Questions

• Extremely Adequate
• Adequate
• Neutral
• Inadequate
• Extremely Inadequate
• Significantly
• Moderately
• Slightly
• Not at all
• Very Effective
• Somewhat Effective
• Neutral
• Somewhat Ineffective
• Very Ineffective
• Strongly Agree
• Agree
• Neutral
• Disagree
• Strongly Disagree
• Lack of administrative support
• Insufficient resources
• Resistance from colleagues
• Lack of student interest or support
• Other (please specify)
• Excellent
• Very Good
• Good
• Fair
• Poor
• Significantly
• Moderately
• Slightly
• Not at all
• Increased engagement with course content
• Improved collaboration with peers
• Enhanced critical thinking skills
• Better preparation for assessments
• All of the above
• Yes, significantly
• Yes, moderately
• Yes, slightly
• No, not at all
• Very effective
• Somewhat effective
• Neutral
• Somewhat ineffective
• Very ineffective
• Allied Health
• Arts & Humanities
• Industrial & Applied Sciences
• Nursing
• Sciences & Business
• Rarely
• Occasionally
• Frequently
• Always
• Yes
• No
• Not yet, but planning to
• Not applicable to my courses
• Rarely
• Occasionally
• Annually
• Regularly
• Student feedback surveys
• Classroom observation
• Assessment results
• Informal discussions with students
• Other
• Not at all
• Occasionally
• Moderately
• Extensively
• Less than 25%
• 25-50%
• 51-75%
• More than 75%
• Workshops/training
• Access to technology
• Curriculum assistance
• Other (please specify)

Example Survey Questions

How adequately do you feel faculty members at this institution are trained and prepared to adopt new pedagogical approaches?

To what extent do time constraints impact your ability to implement changes in your pedagogical approaches?

How would you rate the effectiveness of existing incentives or rewards for faculty members to adapt new pedagogical methods?

To what extent do you believe tensions with professional identity act as a barrier to faculty members embracing new pedagogical approaches?

Are there any additional barriers, not previously mentioned, that you believe hinder faculty members from making pedagogical changes?

How would you rate your students overall academic experience in courses that incorporate inclusive and active pedagogical approaches compared to courses using traditional didactic methods?

In your opinion, to what extent do inclusive and active pedagogies contribute to reducing academic outcome gaps among students of different backgrounds (e.g., ethnicity, socio-economic status) in the courses you have taught?

Have you noticed any specific aspects of inclusive and active pedagogies that you believe positively impact your students understanding of course material and, consequently, their academic performance?

Reflecting on your student’s long-term academic performance, do you believe that exposure to inclusive and active pedagogies in introductory courses has influenced their success in higher-level courses within the same subject area?

How effective do you think institutions could be in implementing inclusive and active pedagogies on a broader scale to address academic outcome gaps and enhance long-term academic performance for a diverse student population?

In which area do you teach?

How often do you incorporate active learning techniques in your classes?

Have you implemented real-world applications or projects in your courses?

How often do you participate in professional development activities related to active and applied learning?

How do you assess the effectiveness of active and applied learning in terms of student engagement and understanding?

To what extent do you integrate technology tools and platforms to enhance active and applied learning?

What percentage of your course work is active learning activities?

What types of resources or support would you find helpful in further integrating active learning into your teaching practices?