Surveys as a Teaching Tool
by Sara Langford, Central Michigan University

Faculty members wear a variety of hats. Their roles include such diverse tasks as research, community involvement, and, of course, teaching. In each of these roles, they utilize various tools. A survey is an adaptable tool that is used frequently when faculty members are wearing their research and teaching hats. For teaching, in particular, surveys are used at the end of courses to evaluate the student experience. There are many other valuable uses for surveys, though, that are not frequently realized by faculty.

Some faculty members use surveys as a way to measure the overall attitude of their class regarding a variety of issues. Many teachers enjoy a classroom environment that is democratic in that certain decisions are left up to the students. For example, if the class must meet outside of the class time for any reason, surveys can be a quick way to discover the days and times that will satisfy the most people. Another, even more important example, is when faculty members want to direct their lecturing schedule towards topics of interest to the students. Instead of listening to just one or two students who happen to be more vocal than the rest, surveys allow for an accurate representation of what topics the class would like to cover.

Another important use for surveys is as a supplement to lecture. For example, a survey can serve to quantify a class discussion. That is, during a class discussion, a teacher might want to get student opinions on the topic of discussion. They can use surveys to poll the class. This information can help to provide immediate data regarding student opinion as a supplement to the discussion. Since we now have the option of using ‘clickers’ in the classroom, this use of surveys becomes even more appealing.

A survey as a feedback tool is one of the most important possible uses for faculty members. All too often teachers receive feedback only at the end of the semester. While this is useful for future classes, it does not serve to improve the experience of current students. Through the use of anonymous surveys throughout the semester, faculty members can learn how much time students are spending studying for the course, which teaching exercises were effective / ineffective, and which concepts students understand or need more help with. This information can ease preparation for review sessions and decisions about class activities. It can improve the advice teachers give to their students regarding what and how to study.

One final area of potential use of surveys combines two of the hats that faculty wear - teaching and research. Faculty members can design a research project to study the effectiveness of particular teaching methods. This is especially useful if the faculty member teaches multiple sections of the same course; teaching multiple sections is an easy way to achieve a control group. Designing surveys regarding student attitudes and abilities, in combination with measures of actual student achievement in the course, can be an excellent way to measure the impact of teaching methods.

Remember, surveys can be distributed on paper, via email or blackboard, and even with the use of clickers in the classroom. These different distribution methods are effective for different purposes.

This article highlighted just a few examples of how teachers might use surveys in more ways than simply as an end-of-semester evaluation. There are great possibilities for this tool. Faculty members should keep an open mind about using old, familiar tools (like surveys) in new and innovative ways.