The Summer Institute on Teaching and Learning 2004 was held at Saint Benedict Center on June 7 through June 10, 2004. At the close of the Institute, participants were asked to complete two evaluation forms: an anonymous form evaluating various aspects of the Institute, and a signed evaluation of what they had accomplished during the Institute. Judged by either set of evaluations, the fifth Institute was quite possibly our most successful to date.
Facility. All (but one) of the participants felt that having the Institute away from campus is "beneficial." One person was undecided as to whether it would have been better had the Institute included overnight stays; five participants commented that such a format would have excluded them. Participants were asked to rate several aspects of the facility in terms of importance; the four most highly rated were atmosphere, comfort, coffee, and free parking.
Organization. Nineteen (of 21) participants felt that the combination of large group presentations, small group discussions, and individual time was the right degree of organization; one felt there was not enough organization. Thus, the overall organization is quite successful. Twenty of 21 felt that nine large group sessions was about right. Eighteen said that four/five small group sessions were "about right." Twelve felt that four/five blocks of individual time were "about right," while six felt that this was "not enough."
Presentations. Nineteen (of 21) participants felt that the combination of large group presentations, small group discussions, and individual time was the right degree of organization; one felt there was not enough organization. Thus, the overall organization is quite successful. Twenty of 21 felt that nine large group sessions was about right. Eighteen said that four/five small group sessions were "about right." Twelve felt that four/five blocks of individual time were "about right," while six felt that this was "not enough."
Left: A
group photo of the 2004 TASI Participants.
Above: Steven Frye talks with TASI participants about how their classes can help increase their students' information literacy
Above: Ruth Turley, Assistant Professor of Sociology and TASI 2003 participant, talks about her first experiences designing a large undergraduate course.
Below: A poster from the 2004 TASI poster session, through which each participant shared his or her project and solicited feedback and ideas from colleagues.
Overall Evaluation. The overall section included five True-False
items, as follows.
|
Question
|
True
|
False
|
|---|---|---|
| I learned new information. |
21
|
0
|
| I spent time reflecting on my teaching. |
21
|
0
|
| My enthusiasm for teaching increased. |
21
|
0
|
| I plan to introduce changes in my teaching strategy/courses. |
21
|
0
|
| I will recommend that a colleague apply to participate in Summer Institute 2005. |
19
|
0
|
Evaluation of Individual Accomplishment. Every participant reported that participating in the four-day Institute will favorably impact on his/her teaching. Many participants reported that they reflected on and developed or revised the objectives they are pursuing in one or more of their educational activities (curriculum, lectures, laboratory courses, case studies). In other words, the Institute was instrumental in helping participants move from the stage of wanting to change some aspect of their instruction to the stage of concrete plans and ideas about how to implement the plans. People reported "I have a game plan!" , "worked on course goals and objectives," "clarified objectives and competencies," and "got excellent lecture ideas." Many also said that they identified resources they could use in working toward their objectives. Participants reported developing or revising specific case studies, writing, and group projects/assignments they will use in their course.
All of the participants commented on how much they learned from the presentations, small group discussions with colleagues and facilitators, conversation, and the materials that the Teaching Academy provided. Several commented on the value of meeting in a retreat-setting with colleagues. One person said "Excellent; one of the most valuable resources I have tapped into since I arrived."
Especially satisfying are the comments of several participants who felt that the Institute affirmed their personal commitment to teaching and learning, and gave them a sense that their past efforts had been "on track." One participant said that participation in the Institute provided "a wonderful opportunity to grow as a teacher!"
Those who are interested in other TASI evaluation results can also read about TASI 2003, 2002, 2001, or 2000. Site visitors may also access responses to our December 2001 follow-up questionnaireof both 2000 and 2001 TASI alumni in html or pdf.