Candidate Evaluation of Unit Operations

 
*
1. Sex:
*
2. Major
*
3. Year in College
*
4. Age
5. Teaching Area (if different from major)
*
6. What is your racial or ethnic identification?
Please consider the following definitions of UNIT & UNIT OPERATIONS.

The Unit is the College of Education and Human Development within the ULM Campus, Unit Operations refer to policies and activities that support students as they seek Education degrees. Unit Operations are related to Process in the Conceptual Framework and includes instruction, related experiences, and advisement, support mechanisms, structures and policies, and interactions with other students and faculty and staff members.

When you have done this, please rate your overall impression of unit operations in your department and at the University of Louisiana Monroe. Note: You are asked to rate each element of Unit Operations in two ways: 1) Quality and 2) Importance

The last 2 questions ask you to describe the strongest support mechanism and the area of support you think most needs improvement.
*
7. QUALITY OF OVERALL UNIT OPERATIONS
UnacceptableAcceptableTarget
1. Given the definition above, please rate overall unit operations/services in terms of quality
*
8. IMPORTANCE OF OVERALL UNIT OPERATIONS
Not ImportantImportantVery Important
1. Given the definition above, please rate overall unit operations/services in terms of importance to your success at ULM
Specific aspects of unit operations are described below. Please rate them in terms of quality and importance to your success at ULM
*
9. QUALITY OF ASSESSMENT OF YOUR PERFORMANCE BY YOUR PROFESSORS AND SUPERVISORS
UnacceptableAcceptableTarget
Overall fairness/reasonableness of assessment in your general education courses
Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others)
Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses
Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching)
Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching
Degree to which professors/instructors (education or support courses) modeled (demonstrated in their practices) the types of assessments that you are expected to employ in the field
*
10. IMPORTANCE OF ASSESSMENT OF YOUR PERFORMANCE BY YOUR PROFESSORS AND SUPERVISORS
Not ImportantImportantVery Important
Overall fairness/reasonableness of assessment in your general education courses
Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others)
Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses
Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching)
Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching
Degree to which professors/instructors (education or support courses) modeled (demonstrated in their practices) the types of assessments that you are expected to employ in the field
11. QUALITY OF YOUR ADVISEMENT EXPERIENCES
UnacceptableAcceptableTarget
The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you)
The accuracy of your advising in terms of general education requirements
The accuracy of advising in terms of education , cognate, and content courses
Rate the quality and importance of transfer advising (leave blank if not appropriate)
*
12. IMPORTANCE OF YOUR ADVISEMENT EXPERIENCES
Not ImportantImportantVery Important
The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you)
The accuracy of your advising in terms of general education requirements
The accuracy of advising in terms of education , cognate, and content courses
Rate the quality and importance of transfer advising (leave blank if not appropriate)
13. QUALITY OF MANAGEMENT AND ORGANIZATION OF YOUR LEARNING EXPERIENCES/INFORMATION NEEDS
UnacceptableAcceptableTarget
Types of field experiences available to you prior to student teaching
Number/length of field experiences available to you before student teaching
Your overall experience with field experiences in terms of preparing you for teaching
Your overall experience with student teaching in terms of preparing you for teaching
Access to education courses you needed
Access to general education courses during your first two years (if applicable, leave blank if you did not attend ULM during your first two years)
Access to library/media materials
Quality of library holdings
Quality of departmental holdings (e.g., curriculum guides, assessment materials)
Accessibility of materials (library)
Your program's website
Access to technology (computers, instructional technology equipment and software)
14. IMPORTANCE OF MANAGEMENT AND ORGANIZATION OF YOUR LEARNING EXPERIENCES/INFORMATION NEEDS
Not ImportantImportantVery Important
Types of field experiences available to you prior to student teaching
Number/length of field experiences available to you before student teaching
Your overall experience with field experiences in terms of preparing you for teaching
Your overall experience with student teaching in terms of preparing you for teaching
Access to education courses you needed
Access to general education courses during your first two years (if applicable, leave blank if you did not attend ULM during your first two years)
Access to library/media materials
Quality of library holdings
Quality of departmental holdings (e.g., curriculum guides, assessment materials)
Accessibility of materials (library)
Your program's website
Access to technology (computers, instructional technology equipment and software)
15. QUALITY OF WITHIN-UNIT SUPPORT
UnacceptableAcceptableTarget
PRAXIS Center (leave blank if you did not use)
Diversity services and support in the CEHD (leave blank if you did not use)
Digital Media Studio in the CEHD(leave blank if you did not use)
Office of Field and Clinical Experiences
16. IMPORTANCE OF WITHIN-UNIT SUPPORT
Not ImportantImportantVery Important
PRAXIS Center (leave blank if you did not use)
Diversity services and support in the CEHD (leave blank if you did not use)
Digital Media Studio in the CEHD(leave blank if you did not use)
Office of Field and Clinical Experiences
*
17. QUALITY OF THE NATURE OF INTERACTIONS WITHIN THE UNIT
UnacceptableAcceptableTarget
The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation
The interaction you experienced with staff member(s) in your major department
*
18. IMPORTANCE OF THE NATURE OF INTERACTIONS WITHIN THE UNIT
Not ImportantImportantVery Important
The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation
The interaction you experienced with staff member(s) in your major department
*
19. QUALITY OF OPERATIONS OUTSIDE THE UNIT
UnacceptableAcceptableTarget
Parking
Financial aid
Residential services
Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions
Recreation experiences and facilities
Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions)
Student health services
Conflict resolution
Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts)
Registration process
*
20. IMPORTANCE OF OPERATIONS OUTSIDE THE UNIT
Not ImportantImportantVery Important
Parking
Financial aid
Residential services
Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions
Recreation experiences and facilities
Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions)
Student health services
Conflict resolution
Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts)
Registration process
*
21. IMPORTANCE OF DEPARTMENTAL ITEMS
Not ImportantImportantVery Important
Admission procedures to Teacher Education
Use of TaskStream as an electronic assessment system
*
22. QUALITY OF DEPARTMENTAL ITEMS
UnacceptableAcceptableTarget
Admission procedures to Teacher Education
Use of TaskStream as an electronic assessment system
*
23. Please describe what you consider to be the strongest UNIT OPERATION (support mechanism) that helped you complete you teaching degree.
*
24. Please describe the one support system that you think most requires improvement/attention from the faculty.
Powered by SurveyMonkey
Check out our sample surveys and create your own now!