Course Evaluation Question Sets

1. How well did the course fulfill its stated Hub learning objectives?
   (Not at all, slightly well, moderately well, very well, extremely well)
   

1. To what extent did the course meet your expectations?
   (Not at all, a little, some, a moderate amount, a great deal)
2. To what extent did this class challenge you?
   (Not at all, a little, some, a moderate amount, a great deal)
3. How likely are you to recommend this course to a friend?
   (Not at all, a little, some, a moderate amount, a great deal)
4. How well did the course encourage you to think about its subject matter in new ways or with a new perspective?
   (Not at all, slightly well, moderately well, very well, extremely well)
5. What is your anticipated grade for this class?
   (A or A-, B+, B, or B-, C+, C, or C-, D, F)
6. I made my best effort to be attentive and present in class
   (Strongly disagree, disagree, neutral, agree, strongly agree)
7. What was your biggest takeaway from this class?
   (Open-ended comments)
8. In your own words, what could you have done to improve your learning outcomes in this course?
   (Open-ended comments)
9. To what extent did the instructor require you to have a clear point of view and/or original thinking in your assignments?
   (Not at all, a little, some, a moderate amount, a great deal)
10. How would you rate the instructional quality of the course?
    (Very poor, poor, average, good, very good)
11. Please comment on the instructor’s resources, course materials, and teaching approaches
    (Open-ended comments)

Select the option that best corresponds to how much emphasis the course placed on the engineering skill and/or knowledge indicated:
(No emphasis, slight emphasis, moderate emphasis, substantial emphasis, very substantial emphasis)

1. Ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
2. Ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
3. Ability to communicate effectively with a range of audiences.
4. Ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
5. Ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
6. Ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
7. Ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

1. Encourages students to make connections with other courses and subjects beyond the classroom.
   (Strongly disagree, disagree, neutral, agree, strongly agree)

Please answer the following questions using the given scale:

1. To what degree did you see material in previous classes that prepared you for this class?
   (Not prepared at all, somewhat prepared, perfect amount of preparation, saw most of this material in a previous course, saw all of this material in a previous course)
2. To what degree did this course inspire or interest you?
   (Course did not inspire or interest at all, a few aspects of course were interesting, course was interesting about half of the time, course was interesting most of the times, course strongly motivated me to learn more or do more with the material)
3. To what degree were you able to get help with this course when you needed it?
   (No help was offered outside lecture, little help was offered outside lecture, a typical amount and quality of help was available, the amount and quality of help available was above typical, the amount and quality of help available was exceptional)

1. Quality of instructor’s feedback to students
   (Low quality, moderate quality, high quality, very high quality)
2. Value to overall KHC curriculum
   (Low value, moderate value, high value, very high value)
3. How is this course distinct from non-KHC courses?
   (Open-ended comments)
4. In what ways is the course interdisciplinary, and how were these aspects effective pedagogically or not?
   (Open-ended comments)
5. How could the course content be improved?
   (Open-ended comments)

1. Educational technologies and online course resources (Blackboard/course site, audio, video, Live Classroom, etc.) enhanced the learning experience
   (Never, seldom, sometimes, often, almost always)
2. Assessments and assignments enhanced the learning experience
   (Never, seldom, sometimes, often, almost always)
3. Do you recommend this course?
   (Not at all, slightly, probably, very probably, definitely)
4. Feedback and graded assignments were provided in a timely manner
   (Never, seldom, sometimes, often, almost always)
5. Teaching assistants/facilitators (if applicable) were supportive and responsive
   (Never, seldom, sometimes, often, almost always)

1. How relevant do you think this course will be in your future career?
   (Not relevant at all, slightly relevant, moderately relevant, very relevant, extremely relevant)
   1. Please explain your response
      (Open-ended comments)
2. To what extent did this course stimulate your interest in the subject matter?
   (Not at all, a little, some, a moderate amount, a great deal)
   1. Please explain your response
      (Open-ended comments)
3. How likely are you to recommend this course to another student?
   (NPS scale: 0 – 10)

1. Did the information shared in this course help you become proficient in the subject matter?
   (Not at all, slightly well, moderately well, very well, extremely well)
   1. Feel free to explain
      (Open-ended comments)
2. Did the communication of the material help you to gain knowledge in the subject matter?
   (Not at all, slightly well, moderately well, very well, extremely well)
   1. Feel free to explain
      (Open-ended comments)

Due to accreditation purposes, the School of Law has multiple question sets. The first set is asked of all LAW courses. Following that, the questions are asked depending on the course type.

School of Law Questions

1. How clear was the presentation or lecture portion of the course?
   (Not clear at all, slightly clear, moderately clear, very clear, extremely clear)
2. How well were the course materials (casebook, supplemental readings, slides) organized?
   (Not at all, slightly well, moderately well, very well, extremely well)
3. How well did the instructor explain the organization of the topics/concepts?
   (Not at all, slightly well, moderately well, very well, extremely well)
4. How well did the instructor manage class discussion?
   (Not at all, slightly well, moderately well, very well, extremely well)
5. Did the instructor provide a clear syllabus before the beginning of the course?
   (No, yes)
6. How clear were answers to your questions in class or outside of class?
   (Not clear, clear, very clear)
7. How helpful was any feedback provided by the instructor on any required assignment or exercise?
   (Not helpful, helpful, very helpful)
8. If you were offered the ability to do practice questions or a practice exam, how helpful were these opportunities?
   (Not helpful, helpful, very helpful)
9. As the course progressed, were you able to keep up with the material and track your progress in learning?
   (No, to some degree, yes)

In addition to the LAW questions, the following question groups are presented based on the course type:

1L Doctrinal Course Questions
(Not at all, slightly well, moderately well, very well, extremely well)

How well did you learn the following essential legal, analytical, and professional skills?

1. 1. Ability to read legal cases and extract doctrine
   2. Knowledge of foundational substantive or procedural law
   3. Awareness of how societal and historical structural factors shape these doctrines (race, social beliefs/biases, political, economic)
   4. Ability to apply relevant doctrines to predict case outcomes
   5. Ability to understand arguments about the actual impact of rules and doctrines and the values they should serve

1L Lawyering Program Questions
(Not at all, slightly well, moderately well, very well, extremely well)

1. How well did the feedback you received on assignments help you to improve your writing and legal analysis skills overall?
2. How well did this course help you develop the following lawyering skills:
   1. Legal research
   2. Legal writing
   3. Legal analysis
   4. Verbal legal communication skills
   5. Advocacy skills (spring semester)
   6. Basic transactional skills (spring semester)
3. How well did the instructor facilitate in-class and/or out-of-class simulations and exercises?
4. How well did the instructor foster and promote professional identity development (professional identity focuses on what it means to be a lawyer and the special obligations lawyers have to their clients and society)?

Upper-Level Doctrinal Course Questions
(Not at all, slightly well, moderately well, very well, extremely well)

How well did you learn the following essential legal, analytical, and professional skills?

1. 1. Knowledge of the substantive or procedural law
   2. Awareness of how societal, ideological, historical, and structural factors shape these doctrines (race, social beliefs/biases, political, economic)
   3. Ability to formulate sophisticated doctrinal arguments
   4. Ability to formulate policy arguments about the impact of rules and doctrines and the desirability of such outcomes

Upper-Level Seminar Questions
(Not at all, slightly well, moderately well, very well, extremely well)

How well did you learn the following essential legal, analytical, and professional skills?

1. Knowledge of the substantive or procedural law
2. Awareness of how societal, ideological, historical, and structural factors shape these doctrines (race, social beliefs/biases, political, economic)
3. Ability to understand and discuss legal and interdisciplinary materials (court cases, legal scholarship, social science literature, economics, policy papers, etc.)
4. Ability to appreciate different perspectives, and to present arguments and offer insights in class discussion
5. Ability to research, analyze, and write competently a paper/s on the topic
6. If a paper presentation was required: did you learn effective presentation skills and the ability to answer questions on your feet?

Clinical/Experiential Course Questions
(Not at all, slightly well, moderately well, very well, extremely well)

Regarding the teaching practices of the supervisor:

1. How well did the practical training contribute to your knowledge of legal concepts, substantive law, and/or procedure?
2. How well did the practical training improve your ability to perform and/or understand lawyering skills?
3. How well did the supervisor provide timely, constructive feedback that facilitated your professional development and learning?
4. How well did the course help you gain exposure to the relevant professional responsibility rules, principles, and/or ethics related to your field?
5. How well did you develop skills related to collaboration (i.e., improve your ability to develop working relationships with students, supervisors, instructors, clients, opposing parties, attorneys, court personnel, organizations, and/or other parties)?
6. How well did the course help you gain exposure to concepts of bias, discrimination, and racism and/or learn about cross-cultural lawyering?
7. How well did your supervisor challenge you to think critically and communicate clearly about the subject?
8. Please describe the aspect of your fieldwork experience that you found most valuable:
   (Open-ended comments)

Upper-Level Simulation Course Questions
(Not at all, slightly well, moderately well, very well, extremely well)

How well did you learn the following essential legal, analytical, and professional skills?

1. Problem-solving skills
2. Written communication and contract-drafting skills
3. Oral communication skills
4. Understanding of basic professional and ethical responsibilities in the transactional context
5. Collaboration skills
6. Client counseling skills
7. Negotiation skills

Course Questions
(Very little, little, partially, well, very well)

1. Course materials include authorship, resources, and scholarship from diverse perspectives
2. Diversity (including age, class, disability, ethnicity, gender, marital status, national origin, race, religion, sex, and sexual orientation) and/or oppression were appropriately covered

Instructor Questions
(Very little, little, partially, well, very well)

1. Employs a variety of teaching methods, materials, and tools that accommodate diverse learning styles
2. Provides constructive feedback on assignments
3. Presents diverse points of view
4. Encourages diverse points of view
5. Facilitates productive exchanges among classroom participants
6. Comes prepared for class
7. Models professional ethics and standards in the classroom
8. Empowers all students to engage in the learning community

Course Evaluation
(Strongly disagree, disagree, neither agree nor disagree, agree, strongly agree)

1. The methods used to assess and evaluate my performance in this course were identified and clearly explained in the syllabus.
2. The grading and evaluation system allowed me to demonstrate my knowledge and understanding of course content in more than one way.
3. The course materials (textbook, readings, library resources, videos, guest speakers) used to study the course content reflected a range of perspectives.
4. The instructor’s resources, course materials, and teaching approaches were grounded in research and evidence-based practices.

Instructor Evaluation
(Strongly disagree, disagree, neither agree nor disagree, agree, strongly agree)

1. The instructor used a variety of teaching approaches to respond to a wide range of learners.
2. The instructor demonstrated an awareness of, willingness to continue learning about, and commitment to equity, diversity, and inclusion through course content, instructional approaches, and demeanor.

Self-Evaluation
(Strongly disagree, disagree, neither agree nor disagree, agree, strongly agree)

1. I demonstrated an awareness of, willingness to continue learning about, and commitment to equity, diversity, and inclusion.