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Qaspir Foundation Research Survey for Faculty Preparedness to Facilitate Soft Skills©

A 17 question survey.

Please move through questions 1-16 quickly and mark your initial feeling about how you would rate yourself. A final question allows for free form response.

Did the course meet the intended learning outcomes? Tick for yes

Implementing a learning-centred approach as an organizing pedagogic principle
Explaining, modelling, and advocating for the value-add of a Transformative Learning-focused education
Adapting existing assignments to elicit quality student critical reflections about their own development in a range of areas
Using rubrics and well-designed critical reflection prompts concerning beyond-disciplinary growth and development
Assessing students along a pathway building to transformation
Equipping students with essential skills needed to contribute to the social good beyond their disciplinary-content preparation

What did you like most about the course?

What did you like least about the course?

Comments

What could we do to improve the program?

Your Details

Name *

First

Last

Name of Institution

Country

What is your gender

Female Male Non binary Prefer not to say

Age

18-24 25-34 35-50 51-65 65+

Years teaching at the postsecondary level

0-2 3-5 6-10 11-20 20+

Primary discipline/department in which you teach

Highest level credential you hold

Associate’s Degree Bachelor’s Degree Master’s Degree Doctoral or other terminal degree None of the above

Assume the graduates of your institution all know the content of their discipline and can apply it in the jobs they get (or already are in) after graduation. Their success will depend on many things beyond their disciplinary knowledge. How much training has been provided to you, either from your institution or other sources, to develop these beyond-disciplinary skills in students?

0 hrs 1-5 hrs 5-20 hrs 20-60 hrs 60+ hrs

Many people believe young children in their society are taught to play and work well with others. Is it your responsibility to teach your students how to work well with others in the jobs they will get (or are already in) after graduation?

Yes No I don't know

What percentage of class time across a single term among all the classes you teach during that term do you spend helping students develop the desire and skills to help their local communities after graduation?

0% 1-5% 6-10% 11-20+ % This is not my job.

How much training has been provided to you, either from your institution or other sources, to develop in students an ethos for, and the skills to enact, the sustainability of the environment, culture, and/or language?

0 hrs 1-5 hrs 5-20 hrs 20-60 hrs 60+ hrs

What percentage of class time across a single term among all the classes you teach during that term do you spend helping your students develop the skills and attitudes necessary to work, interact, and live with people from different ethnicities, backgrounds, and cultures?

0% 1-5% 6-10% 11-20+ % This is not my job.

How much training has been provided to you, either from your institution or other sources, to help students develop the ability to recognize the need or opportunity for changing themselves?

0 hrs 1-5 hrs 5-20 hrs 20-60 hrs 60+ hrs

What percentage of class time across a single term among all the classes you teach during that term do you spend helping your students determine what to do and how to act in the face of unexpected life circumstances? - (pop up- For example, in the face of circumstances ‘I never saw it coming’ and over which ‘I had no control’

0% 1-5% 6-10% 11-20+ % This is not my job.

Does your institution provide access to training that can facilitate your effectiveness in developing your students for a meaningful life after college?

Yes No I don't know

How important is it for you to know the background of each of your students? (e.g., hours worked outside of school, academic preparation for the class, cognitive or other challenges, first-generation* status, etc.)

Totally unimportant Somewhat important Important Very important

‘First Generation’ - A formal definition of a first-generation college student is a student whose parent(s) did not complete a four-year college or university degree and who therefore has no immediate family role model for being a college student.

If each of the following were added as an outcome you were supposed to help your students achieve in each of the classes you teach, how well prepared do you feel you are right now to help students reach the indicated outcome?

Critically examine evidence to come to logical, defensible conclusions