Candidate Evaluation of Unit Operations

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* 1. Sex:

Male

Female

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* 2. Major

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* 3. Year in College

Freshman

Sophomore

Junior

Senior

Graduate

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* 4. Age

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* 5. Teaching Area (if different from major)

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* 6. What is your racial or ethnic identification?

African American

Latino

Asian or Pacific Islander

American Indian or Alaskan Native

White, not of Latino origin

Other (please specify)

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.

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* 7. QUALITY OF OVERALL UNIT OPERATIONS

	Unacceptable	Acceptable	Target
1. Given the definition above, please rate overall unit operations/services in terms of quality	1. Given the definition above, please rate overall unit operations/services in terms of quality Unacceptable	1. Given the definition above, please rate overall unit operations/services in terms of quality Acceptable	1. Given the definition above, please rate overall unit operations/services in terms of quality Target

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* 8. IMPORTANCE OF OVERALL UNIT OPERATIONS

	Not Important	Important	Very Important
1. Given the definition above, please rate overall unit operations/services in terms of importance to your success at ULM	1. Given the definition above, please rate overall unit operations/services in terms of importance to your success at ULM Not Important	1. Given the definition above, please rate overall unit operations/services in terms of importance to your success at ULM Important	1. Given the definition above, please rate overall unit operations/services in terms of importance to your success at ULM Very Important

Specific aspects of unit operations are described below. Please rate them in terms of quality and importance to your success at ULM

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* 9. QUALITY OF ASSESSMENT OF YOUR PERFORMANCE BY YOUR PROFESSORS AND SUPERVISORS

	Unacceptable	Acceptable	Target
Overall fairness/reasonableness of assessment in your general education courses	Overall fairness/reasonableness of assessment in your general education courses Unacceptable	Overall fairness/reasonableness of assessment in your general education courses Acceptable	Overall fairness/reasonableness of assessment in your general education courses Target
Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others)	Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others) Unacceptable	Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others) Acceptable	Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others) Target
Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses	Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses Unacceptable	Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses Acceptable	Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses Target
Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching)	Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching) Unacceptable	Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching) Acceptable	Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching) Target
Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching	Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching Unacceptable	Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching Acceptable	Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching Target
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	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 Unacceptable	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 Acceptable	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 Target

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* 10. IMPORTANCE OF ASSESSMENT OF YOUR PERFORMANCE BY YOUR PROFESSORS AND SUPERVISORS

	Not Important	Important	Very Important
Overall fairness/reasonableness of assessment in your general education courses	Overall fairness/reasonableness of assessment in your general education courses Not Important	Overall fairness/reasonableness of assessment in your general education courses Important	Overall fairness/reasonableness of assessment in your general education courses Very Important
Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others)	Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others) Not Important	Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others) Important	Fairness of assessment in your subject matter courses (major for K-12 or Secondary, cognate or minor for others) Very Important
Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses	Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses Not Important	Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses Important	Accuracy of assessments of your academic performance in your education/pedagogy/teaching courses Very Important
Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching)	Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching) Not Important	Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching) Important	Accuracy of assessment of your teaching/planning pedagogical skills and performances (field experiences and student teaching) Very Important
Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching	Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching Not Important	Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching Important	Accuracy of assessment of such elements as your attitudes or dispositions related to the field of teaching Very Important
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	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 Not Important	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 Important	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 Very Important

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* 11. QUALITY OF YOUR ADVISEMENT EXPERIENCES

	Unacceptable	Acceptable	Target
The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you)	The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you) Unacceptable	The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you) Acceptable	The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you) Target
The accuracy of your advising in terms of general education requirements	The accuracy of your advising in terms of general education requirements Unacceptable	The accuracy of your advising in terms of general education requirements Acceptable	The accuracy of your advising in terms of general education requirements Target
The accuracy of advising in terms of education , cognate, and content courses	The accuracy of advising in terms of education , cognate, and content courses Unacceptable	The accuracy of advising in terms of education , cognate, and content courses Acceptable	The accuracy of advising in terms of education , cognate, and content courses Target
Rate the quality and importance of transfer advising (leave blank if not appropriate)	Rate the quality and importance of transfer advising (leave blank if not appropriate) Unacceptable	Rate the quality and importance of transfer advising (leave blank if not appropriate) Acceptable	Rate the quality and importance of transfer advising (leave blank if not appropriate) Target

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* 12. IMPORTANCE OF YOUR ADVISEMENT EXPERIENCES

	Not Important	Important	Very Important
The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you)	The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you) Not Important	The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you) Important	The overall style (friendliness or student centeredness) displayed by faculty or staff members in their adivsory interactions (with you) Very Important
The accuracy of your advising in terms of general education requirements	The accuracy of your advising in terms of general education requirements Not Important	The accuracy of your advising in terms of general education requirements Important	The accuracy of your advising in terms of general education requirements Very Important
The accuracy of advising in terms of education , cognate, and content courses	The accuracy of advising in terms of education , cognate, and content courses Not Important	The accuracy of advising in terms of education , cognate, and content courses Important	The accuracy of advising in terms of education , cognate, and content courses Very Important
Rate the quality and importance of transfer advising (leave blank if not appropriate)	Rate the quality and importance of transfer advising (leave blank if not appropriate) Not Important	Rate the quality and importance of transfer advising (leave blank if not appropriate) Important	Rate the quality and importance of transfer advising (leave blank if not appropriate) Very Important

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* 13. QUALITY OF MANAGEMENT AND ORGANIZATION OF YOUR LEARNING EXPERIENCES/INFORMATION NEEDS

	Unacceptable	Acceptable	Target
Types of field experiences available to you prior to student teaching	Types of field experiences available to you prior to student teaching Unacceptable	Types of field experiences available to you prior to student teaching Acceptable	Types of field experiences available to you prior to student teaching Target
Number/length of field experiences available to you before student teaching	Number/length of field experiences available to you before student teaching Unacceptable	Number/length of field experiences available to you before student teaching Acceptable	Number/length of field experiences available to you before student teaching Target
Your overall experience with field experiences in terms of preparing you for teaching	Your overall experience with field experiences in terms of preparing you for teaching Unacceptable	Your overall experience with field experiences in terms of preparing you for teaching Acceptable	Your overall experience with field experiences in terms of preparing you for teaching Target
Your overall experience with student teaching in terms of preparing you for teaching	Your overall experience with student teaching in terms of preparing you for teaching Unacceptable	Your overall experience with student teaching in terms of preparing you for teaching Acceptable	Your overall experience with student teaching in terms of preparing you for teaching Target
Access to education courses you needed	Access to education courses you needed Unacceptable	Access to education courses you needed Acceptable	Access to education courses you needed Target
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 general education courses during your first two years (if applicable, leave blank if you did not attend ULM during your first two years) Unacceptable	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) Acceptable	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) Target
Access to library/media materials	Access to library/media materials Unacceptable	Access to library/media materials Acceptable	Access to library/media materials Target
Quality of library holdings	Quality of library holdings Unacceptable	Quality of library holdings Acceptable	Quality of library holdings Target
Quality of departmental holdings (e.g., curriculum guides, assessment materials)	Quality of departmental holdings (e.g., curriculum guides, assessment materials) Unacceptable	Quality of departmental holdings (e.g., curriculum guides, assessment materials) Acceptable	Quality of departmental holdings (e.g., curriculum guides, assessment materials) Target
Accessibility of materials (library)	Accessibility of materials (library) Unacceptable	Accessibility of materials (library) Acceptable	Accessibility of materials (library) Target
Your program's website	Your program's website Unacceptable	Your program's website Acceptable	Your program's website Target
Access to technology (computers, instructional technology equipment and software)	Access to technology (computers, instructional technology equipment and software) Unacceptable	Access to technology (computers, instructional technology equipment and software) Acceptable	Access to technology (computers, instructional technology equipment and software) Target

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* 14. IMPORTANCE OF MANAGEMENT AND ORGANIZATION OF YOUR LEARNING EXPERIENCES/INFORMATION NEEDS

	Not Important	Important	Very Important
Types of field experiences available to you prior to student teaching	Types of field experiences available to you prior to student teaching Not Important	Types of field experiences available to you prior to student teaching Important	Types of field experiences available to you prior to student teaching Very Important
Number/length of field experiences available to you before student teaching	Number/length of field experiences available to you before student teaching Not Important	Number/length of field experiences available to you before student teaching Important	Number/length of field experiences available to you before student teaching Very Important
Your overall experience with field experiences in terms of preparing you for teaching	Your overall experience with field experiences in terms of preparing you for teaching Not Important	Your overall experience with field experiences in terms of preparing you for teaching Important	Your overall experience with field experiences in terms of preparing you for teaching Very Important
Your overall experience with student teaching in terms of preparing you for teaching	Your overall experience with student teaching in terms of preparing you for teaching Not Important	Your overall experience with student teaching in terms of preparing you for teaching Important	Your overall experience with student teaching in terms of preparing you for teaching Very Important
Access to education courses you needed	Access to education courses you needed Not Important	Access to education courses you needed Important	Access to education courses you needed Very Important
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 general education courses during your first two years (if applicable, leave blank if you did not attend ULM during your first two years) Not Important	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) Important	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) Very Important
Access to library/media materials	Access to library/media materials Not Important	Access to library/media materials Important	Access to library/media materials Very Important
Quality of library holdings	Quality of library holdings Not Important	Quality of library holdings Important	Quality of library holdings Very Important
Quality of departmental holdings (e.g., curriculum guides, assessment materials)	Quality of departmental holdings (e.g., curriculum guides, assessment materials) Not Important	Quality of departmental holdings (e.g., curriculum guides, assessment materials) Important	Quality of departmental holdings (e.g., curriculum guides, assessment materials) Very Important
Accessibility of materials (library)	Accessibility of materials (library) Not Important	Accessibility of materials (library) Important	Accessibility of materials (library) Very Important
Your program's website	Your program's website Not Important	Your program's website Important	Your program's website Very Important
Access to technology (computers, instructional technology equipment and software)	Access to technology (computers, instructional technology equipment and software) Not Important	Access to technology (computers, instructional technology equipment and software) Important	Access to technology (computers, instructional technology equipment and software) Very Important

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* 15. QUALITY OF WITHIN-UNIT SUPPORT

	Unacceptable	Acceptable	Target
PRAXIS Center (leave blank if you did not use)	PRAXIS Center (leave blank if you did not use) Unacceptable	PRAXIS Center (leave blank if you did not use) Acceptable	PRAXIS Center (leave blank if you did not use) Target
Diversity services and support in the CEHD (leave blank if you did not use)	Diversity services and support in the CEHD (leave blank if you did not use) Unacceptable	Diversity services and support in the CEHD (leave blank if you did not use) Acceptable	Diversity services and support in the CEHD (leave blank if you did not use) Target
Digital Media Studio in the CEHD(leave blank if you did not use)	Digital Media Studio in the CEHD(leave blank if you did not use) Unacceptable	Digital Media Studio in the CEHD(leave blank if you did not use) Acceptable	Digital Media Studio in the CEHD(leave blank if you did not use) Target
Office of Field and Clinical Experiences	Office of Field and Clinical Experiences Unacceptable	Office of Field and Clinical Experiences Acceptable	Office of Field and Clinical Experiences Target

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* 16. IMPORTANCE OF WITHIN-UNIT SUPPORT

	Not Important	Important	Very Important
PRAXIS Center (leave blank if you did not use)	PRAXIS Center (leave blank if you did not use) Not Important	PRAXIS Center (leave blank if you did not use) Important	PRAXIS Center (leave blank if you did not use) Very Important
Diversity services and support in the CEHD (leave blank if you did not use)	Diversity services and support in the CEHD (leave blank if you did not use) Not Important	Diversity services and support in the CEHD (leave blank if you did not use) Important	Diversity services and support in the CEHD (leave blank if you did not use) Very Important
Digital Media Studio in the CEHD(leave blank if you did not use)	Digital Media Studio in the CEHD(leave blank if you did not use) Not Important	Digital Media Studio in the CEHD(leave blank if you did not use) Important	Digital Media Studio in the CEHD(leave blank if you did not use) Very Important
Office of Field and Clinical Experiences	Office of Field and Clinical Experiences Not Important	Office of Field and Clinical Experiences Important	Office of Field and Clinical Experiences Very Important

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* 17. QUALITY OF THE NATURE OF INTERACTIONS WITHIN THE UNIT

	Unacceptable	Acceptable	Target
The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation	The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation Unacceptable	The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation Acceptable	The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation Target
The interaction you experienced with staff member(s) in your major department	The interaction you experienced with staff member(s) in your major department Unacceptable	The interaction you experienced with staff member(s) in your major department Acceptable	The interaction you experienced with staff member(s) in your major department Target

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* 18. IMPORTANCE OF THE NATURE OF INTERACTIONS WITHIN THE UNIT

	Not Important	Important	Very Important
The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation	The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation Not Important	The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation Important	The interactions you experienced (broadly/overall) with faculty members involved with teacher preparation Very Important
The interaction you experienced with staff member(s) in your major department	The interaction you experienced with staff member(s) in your major department Not Important	The interaction you experienced with staff member(s) in your major department Important	The interaction you experienced with staff member(s) in your major department Very Important

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* 19. QUALITY OF OPERATIONS OUTSIDE THE UNIT

	Unacceptable	Acceptable	Target
Parking	Parking Unacceptable	Parking Acceptable	Parking Target
Financial aid	Financial aid Unacceptable	Financial aid Acceptable	Financial aid Target
Residential services	Residential services Unacceptable	Residential services Acceptable	Residential services Target
Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions	Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions Unacceptable	Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions Acceptable	Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions Target
Recreation experiences and facilities	Recreation experiences and facilities Unacceptable	Recreation experiences and facilities Acceptable	Recreation experiences and facilities Target
Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions)	Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions) Unacceptable	Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions) Acceptable	Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions) Target
Student health services	Student health services Unacceptable	Student health services Acceptable	Student health services Target
Conflict resolution	Conflict resolution Unacceptable	Conflict resolution Acceptable	Conflict resolution Target
Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts)	Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts) Unacceptable	Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts) Acceptable	Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts) Target
Registration process	Registration process Unacceptable	Registration process Acceptable	Registration process Target

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* 20. IMPORTANCE OF OPERATIONS OUTSIDE THE UNIT

	Not Important	Important	Very Important
Parking	Parking Not Important	Parking Important	Parking Very Important
Financial aid	Financial aid Not Important	Financial aid Important	Financial aid Very Important
Residential services	Residential services Not Important	Residential services Important	Residential services Very Important
Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions	Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions Not Important	Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions Important	Diversity - the extent to which you experienced interactions with people of other races, languages, and ethnic traditions Very Important
Recreation experiences and facilities	Recreation experiences and facilities Not Important	Recreation experiences and facilities Important	Recreation experiences and facilities Very Important
Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions)	Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions) Not Important	Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions) Important	Out-of-class intellectual experiences (e.g., conferences, lectures, panels, discussions) Very Important
Student health services	Student health services Not Important	Student health services Important	Student health services Very Important
Conflict resolution	Conflict resolution Not Important	Conflict resolution Important	Conflict resolution Very Important
Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts)	Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts) Not Important	Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts) Important	Artistic and cultural activities and experiences (d.g., films, live theater, art exhibitions, concerts) Very Important
Registration process	Registration process Not Important	Registration process Important	Registration process Very Important

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* 21. IMPORTANCE OF DEPARTMENTAL ITEMS

	Not Important	Important	Very Important
Admission procedures to Teacher Education	Admission procedures to Teacher Education Not Important	Admission procedures to Teacher Education Important	Admission procedures to Teacher Education Very Important
Use of TaskStream as an electronic assessment system	Use of TaskStream as an electronic assessment system Not Important	Use of TaskStream as an electronic assessment system Important	Use of TaskStream as an electronic assessment system Very Important

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* 22. QUALITY OF DEPARTMENTAL ITEMS

	Unacceptable	Acceptable	Target
Admission procedures to Teacher Education	Admission procedures to Teacher Education Unacceptable	Admission procedures to Teacher Education Acceptable	Admission procedures to Teacher Education Target
Use of TaskStream as an electronic assessment system	Use of TaskStream as an electronic assessment system Unacceptable	Use of TaskStream as an electronic assessment system Acceptable	Use of TaskStream as an electronic assessment system Target

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* 1. Sex:

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* 2. Major

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* 3. Year in College

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* 4. Age

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* 5. Teaching Area (if different from major)

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* 6. What is your racial or ethnic identification?

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* 7. QUALITY OF OVERALL UNIT OPERATIONS

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* 8. IMPORTANCE OF OVERALL UNIT OPERATIONS

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* 9. QUALITY OF ASSESSMENT OF YOUR PERFORMANCE BY YOUR PROFESSORS AND SUPERVISORS

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* 10. IMPORTANCE OF ASSESSMENT OF YOUR PERFORMANCE BY YOUR PROFESSORS AND SUPERVISORS

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* 11. QUALITY OF YOUR ADVISEMENT EXPERIENCES

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* 12. IMPORTANCE OF YOUR ADVISEMENT EXPERIENCES

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* 13. QUALITY OF MANAGEMENT AND ORGANIZATION OF YOUR LEARNING EXPERIENCES/INFORMATION NEEDS

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* 14. IMPORTANCE OF MANAGEMENT AND ORGANIZATION OF YOUR LEARNING EXPERIENCES/INFORMATION NEEDS

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* 15. QUALITY OF WITHIN-UNIT SUPPORT

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* 16. IMPORTANCE OF WITHIN-UNIT SUPPORT

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* 17. QUALITY OF THE NATURE OF INTERACTIONS WITHIN THE UNIT

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* 18. IMPORTANCE OF THE NATURE OF INTERACTIONS WITHIN THE UNIT

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* 19. QUALITY OF OPERATIONS OUTSIDE THE UNIT

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* 20. IMPORTANCE OF OPERATIONS OUTSIDE THE UNIT

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* 21. IMPORTANCE OF DEPARTMENTAL ITEMS

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* 22. QUALITY OF DEPARTMENTAL ITEMS

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* 23. Please describe what you consider to be the strongest UNIT OPERATION (support mechanism) that helped you complete you teaching degree.

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* 24. Please describe the one support system that you think most requires improvement/attention from the faculty.