MMW Post Cohort 3 2018

TES-MMW Post Survey Page 1

Thank you for participating in the NSF funded Teaching Environmental Sustainability: Model My Watershed program this past school year. This survey will help us understand how program learning activities are meeting expectations of teachers and improving science and mathematics learning for your students. We ask for your names only to follow changes throughout the year. All individual and identifier data is kept confidential by Education Design, INC, an independent educational services firm. We thank you in advance for completing this survey and hope you will continue to learn from the project.

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* 1. First Name

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* 2. Last Name

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* 3. Please estimate how many students you have DIRECTLY impacted with TES-MMW activities this year. For example, if you have a single classroom of 25 students and don't teach other classes, put 25; if you see 8 classes during a week, each of 25 students and you lead a MMW activity in each class, put down 200.

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* 4. Please estimate how many students you have INDIRECTLY impacted with TES-MMW activities this year. Indirect refers to those students not directly under your tutelage or not assigned to your class. Indirect impact might be, for example, if you help another teacher of 25 students (a non-MMW teacher) lead a MMW inspired lesson, put down 25; if you lead a professional development activity for 4 other faculty members, each of whom then lead an MMW-inspired lesson for 25 students, put down 100. These are different students than your own.

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* 5. How important were the following reasons in your deciding to join the MMW project?

	not at all important	a little important	important	very important
My general interest in STEM learning	My general interest in STEM learning not at all important	My general interest in STEM learning a little important	My general interest in STEM learning important	My general interest in STEM learning very important
My interest in inquiry-based learning and related instructional strategies	My interest in inquiry-based learning and related instructional strategies not at all important	My interest in inquiry-based learning and related instructional strategies a little important	My interest in inquiry-based learning and related instructional strategies important	My interest in inquiry-based learning and related instructional strategies very important
My interest in problem-based learning and related instructional strategies	My interest in problem-based learning and related instructional strategies not at all important	My interest in problem-based learning and related instructional strategies a little important	My interest in problem-based learning and related instructional strategies important	My interest in problem-based learning and related instructional strategies very important
My interest in teaching systems-thinking strategies	My interest in teaching systems-thinking strategies not at all important	My interest in teaching systems-thinking strategies a little important	My interest in teaching systems-thinking strategies important	My interest in teaching systems-thinking strategies very important
My interest in teaching about STEM careers	My interest in teaching about STEM careers not at all important	My interest in teaching about STEM careers a little important	My interest in teaching about STEM careers important	My interest in teaching about STEM careers very important
Developing attachment to community	Developing attachment to community not at all important	Developing attachment to community a little important	Developing attachment to community important	Developing attachment to community very important
Developing identity as a science person	Developing identity as a science person not at all important	Developing identity as a science person a little important	Developing identity as a science person important	Developing identity as a science person very important
Using science to protect the world	Using science to protect the world not at all important	Using science to protect the world a little important	Using science to protect the world important	Using science to protect the world very important
A colleague introduced and invited me	A colleague introduced and invited me not at all important	A colleague introduced and invited me a little important	A colleague introduced and invited me important	A colleague introduced and invited me very important

Other (please specify)