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Biology   Chemistry   Physics   Psychology
 
Evaluation of an Undergraduate Mentoring Program in the Departments of Biology, Chemistry, and Physics at Reed College, 2000-2001
 
Appendix A

Faculty Responses to Multiple-Choice Questions (Frequencies)[4]

1) Of which department are you a member?

_3_ Biology

_2_ Chemistry

_1_ Physics

2) Did you participate in the NSF-AIRE mentoring program last year (2000-2001)?

_6_ Yes

_0_ No

4) To what extent were your goals and expectations of the mentoring program realized?

_2_ a) Fully

_3_ b) Fairly well

_1_ c) Limited extent

_0_ d) Little or not at all

5) How helpful were the mentors to you last summer (e.g., in facilitating your research or planning labs and other activities for your fall and spring students)?

_5_ a) Very helpful

_0_ b) Fairly helpful      

_1_ c) Not as helpful as hoped           

_0_ d) Little or no help

6) Did any of your student mentors do research with you last summer as a part of their mentoring experience?

_6_ a) Yes, all of my mentors did so

_0_ b) Yes, some of my mentors did so

_0_ c) None of my mentors did so

9a) How similar were the jobs of your mentors to those of your previous teaching assistants?

Very similar
 
Very Different
  1 2 3 4 5 N.A.
             
Frequencies: 0 0 0 1 1 4

 

10) Are you aware of any students becoming mentors on their own, outside of the official program?

_3_ a)Yes (describe) [5]

_3_ b) No

11) On the table below, please mark the jobs or responsibilities that your student mentor(s) had during this past school year.

12) Then on the same table, please check the jobs you felt were done most effectively; i.e., aided the student the most.

Mentoring jobs while assisting labs Check if applicable Check most effective [6]
(frequencies)
a) instrumentation (teaching students how to use lab equipment) 4 2
b) instructional aspects of lab equipment (e.g., its functions and purposes) 1 1
c) working closely with faculty member in connection with labs. 3 2
d) one-on-one tutoring 2 2
e) group tutoring 1 1
f) one-on-one or group consultation with students regarding design and implementation of students’ own research projects 4 4
g) technology or resource support (e.g., fixing/maintaining computer programs or lab equipment) 0 0
h) helping students prepare lab reports 1 1
i) helping to grade exams, lab reports etc. 0 0
j) Other (please explain) 1 1

 

14) Did your student mentor(s) work primarily in connection with

_0_ a) Introductory level courses

_5_ b) Upper level courses or students

_1_ c) Both

_0_ d) Neither

15) Has the NSF-AIRE mentoring program influenced your teaching load? If it has, please explain:

_4_ Yes

_2_ No

17) To what extent and in what ways do you think the NSF-AIRE program contributed to your student mentors’ growth and development as majors in your department?

_2_ a) Substantial contribution

_2_ b) Moderate contribution

_1_ c) Little or no contribution

_0_ d) Other (please explain)

_1_ e) N/A

19) To what extent do you think that your student mentors influenced the growth and development of those students who received their mentoring?

_1_ a) Substantial influence

_2_ b) Moderate influence

_1_ c) Little or no influence

_1_ d) Other (please explain)

_1_ e) N/A

21) Do you plan to continue your involvement in the NSF-AIRE mentoring program after this academic year?

_ 4_ a) Yes

_ 1_ b) No

_ 1_ c) Uncertain

22) If you participate in the mentoring program in the upcoming year, do you plan to change your training and supervision strategies?

_2_ a) Yes: if so how?[7]

_2_ b) No

_2_ c) N/A

Thank you very much for taking the time to participate in this survey.

Assessment Introduction
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F

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