Sinclair College Faculty Survey

	Most important	Somewhat important	Good but not critical	Least important
Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction.	Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Most important	Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Somewhat important	Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Good but not critical	Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Least important
Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning.	Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Most important	Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Somewhat important	Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Good but not critical	Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Least important
Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty.	Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Most important	Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Somewhat important	Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Good but not critical	Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Least important
Mentoring: Mentoring faculty to build learning communities and relationships between colleagues.	Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Most important	Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Somewhat important	Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Good but not critical	Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Least important
Resources: Providing resources to support teaching and learning strategies.	Resources: Providing resources to support teaching and learning strategies. Most important	Resources: Providing resources to support teaching and learning strategies. Somewhat important	Resources: Providing resources to support teaching and learning strategies. Good but not critical	Resources: Providing resources to support teaching and learning strategies. Least important
Advocacy: Promoting and advocating for teaching excellence.	Advocacy: Promoting and advocating for teaching excellence. Most important	Advocacy: Promoting and advocating for teaching excellence. Somewhat important	Advocacy: Promoting and advocating for teaching excellence. Good but not critical	Advocacy: Promoting and advocating for teaching excellence. Least important

Most important

Somewhat important

Good but not critical

Least important

Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction.

Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Most important

Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Somewhat important

Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Good but not critical

Classroom: Encouraging innovation, classroom research, best practices, and discipline-specific and multi-disciplinary interaction. Least important

Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning.

Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Most important

Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Somewhat important

Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Good but not critical

Community: Creating an opportunity for students, faculty, administration and the community to dialogue about teaching and learning. Least important

Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty.

Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Most important

Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Somewhat important

Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Good but not critical

Teaching assessment and peer review: Teaching assessment and peer review to aid in the continuing development of faculty. Least important

Mentoring: Mentoring faculty to build learning communities and relationships between colleagues.

Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Most important

Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Somewhat important

Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Good but not critical

Mentoring: Mentoring faculty to build learning communities and relationships between colleagues. Least important

Resources: Providing resources to support teaching and learning strategies.

Resources: Providing resources to support teaching and learning strategies. Most important

Resources: Providing resources to support teaching and learning strategies. Somewhat important

Resources: Providing resources to support teaching and learning strategies. Good but not critical

Resources: Providing resources to support teaching and learning strategies. Least important

Advocacy: Promoting and advocating for teaching excellence.

Advocacy: Promoting and advocating for teaching excellence. Most important

Advocacy: Promoting and advocating for teaching excellence. Somewhat important

Advocacy: Promoting and advocating for teaching excellence. Good but not critical

Advocacy: Promoting and advocating for teaching excellence. Least important

Question Title

* 2. In your opinion, what is the Center for Teaching and Learning (CTL) doing well?

Question Title

* 3. What can the CTL do better?

Question Title

* 4. Please check each of the following CTL related services and/or activities that you look forward to using in the future (please check all that apply).

internal professional development workshop

funding to attend a conference or other professional development, i.e. Mini-sabbatical, special funding or career seminar

submit a Learning Challenge grant proposal

faculty award nomination

peer review and/or midterm assessment of teaching

None of the above

Other (please specify)

Question Title

* 5. As we develop new modalities for faculty development, we would like to know how you would prefer to receive learning opportunities from the CTL? (check all that apply)

Face-to-face

Blended delivery (face-to-face and online)

Live webinar

Podcast or streaming video

Online workshop

Online course

Question Title

* 6. Do you feel that you are getting a sufficient amount of support/training/faculty development?

Yes

Question Title

* 7. If you answered yes to the previous question, what CTL program has most significantly enhanced your professional development?

Question Title

* 8. If you answered no to question 6, what are some of the obstacles that prevent you from receiving this support?

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* 9. How long have you been teaching at Sinclair?

Question Title

* 10. For which division do you primarily teach?

Business and Public Services (BPS)

Health Sciences (HS)

Liberal Arts, Communication and Social Sciences (LCS)

Science, Mathematics and Engineering (SME)

Other (please specify)

Question Title

* 11. I am a(n):

adjunct faculty

single-term annually contracted faculty

annually contracted faculty

Grow-Our-Own faculty

tenure-track faculty

retired faculty

Other (please specify)

Sinclair College Faculty Survey

Question Title

* 1. What should be the priority of the CTL over the next three year period?

Question Title

* 2. In your opinion, what is the Center for Teaching and Learning (CTL) doing well?

Question Title

* 3. What can the CTL do better?

Question Title

* 4. Please check each of the following CTL related services and/or activities that you look forward to using in the future (please check all that apply).

Question Title

* 5. As we develop new modalities for faculty development, we would like to know how you would prefer to receive learning opportunities from the CTL? (check all that apply)

Question Title

* 6. Do you feel that you are getting a sufficient amount of support/training/faculty development?

Question Title

* 7. If you answered yes to the previous question, what CTL program has most significantly enhanced your professional development?

Question Title

* 8. If you answered no to question 6, what are some of the obstacles that prevent you from receiving this support?

Question Title

* 9. How long have you been teaching at Sinclair?

Question Title

* 10. For which division do you primarily teach?

Question Title

* 11. I am a(n):

Question Title

* 12. Do you have any other comments you would like to add?

Sinclair College Faculty Survey

Question Title

* 1. What should be the priority of the CTL over the next three year period?

Question Title

* 2. In your opinion, what is the Center for Teaching and Learning (CTL) doing well?

Question Title

* 3. What can the CTL do better?﻿

Question Title

* 4. Please check each of the following CTL related services and/or activities that you look forward to using in the future (please check all that apply).

Question Title

* 5. As we develop new modalities for faculty development, we would like to know how you would prefer to receive learning opportunities from the CTL? (check all that apply)

Question Title

* 6. Do you feel that you are getting a sufficient amount of support/training/faculty development?

Question Title

* 7. If you answered yes to the previous question, what CTL program has most significantly enhanced your professional development?

Question Title

* 8. If you answered no to question 6, what are some of the obstacles that prevent you from receiving this support?

Question Title

* 9. How long have you been teaching at Sinclair?

Question Title

* 10. For which division do you primarily teach?

Question Title

* 11. I am a(n):

Question Title

* 12. Do you have any other comments you would like to add?

* 3. What can the CTL do better?