Question Title

* 1. Directions:  Please indicate the degree to which you agree or disagree with each of the statements below.

  Strongly Agree Agree Somewhat Agree Somewhat Disagree Strongly Disagree
When a student does better than usual, many times it is because I exerted a little extra effort.
As an instructor, I have the ability to affect the attitudes and beliefs of my students.
An instructor is very limited in what they can achieve because a student's home environment is a large influence on their achievement.
When the grades of my students improve it is usually because I found more effective teaching approaches.
As an instructor, I can influence my institution’s environment and its effect on students.
My decisions as an instructor can directly influence my students’  behavior outside the classroom.
I play a critical role in providing equal access to the entire spectrum of career choices for my students.
I can reverse the consequences of stereotypes on my students.
I have a direct effect on the level of self-efficacy of students in my classroom(s).
I have the power to affect my students’ access to and success in STEM careers.
I have a direct effect on the development of my students’ intelligence.

Question Title

* 2.  Please rate your current level of understanding and skill for each of the following areas.

  No knowledge Beginner 
You have some experience or basic knowledge
You can utilize at a satisfactory level
You can utilize better than most
You can utilize with a superior level of skill and teach to others
The contribution and accountability of the instructor to disparities and inequities in the classroom.
How to facilitate an equitable learning environment.
How stereotypes or “single stories” limit the opportunities and potential for students and their future careers.
How “ single stories”  can be created and perpetuated.
How implicit bias affects the messages that instructors send to students.
The power of labels on students and their success.
How to encourage the exploration of STEM careers for those underrepresented by gender, race and ethnicity and (dis)ability status.
How the accumulation of micromessages affects a person’s self efficacy.
How to use the four sources of self efficacy to increase success in STEM.
How to reinforce a growth mindset to build students’ self -efficacy in STEM.
How to impact a student’s attribution style to improve their performance and persistence.
How to move from deficit-based to asset-based learning.
How to develop culturally responsive instruction to improve equity in the classroom.
How to disrupt the cycle of inequity and foster strategies that increase potential for success for marginalized students.