Name:
Date:

Pre/Post: Pre____ Post_____	  
Semester: F08___ S09___ F09___


PART 1 Paragraph Translation

	As part of our study about communication in everyday language, we will be video taping you in two 5-minute segments.  Please think a little bit about what you might say for each segment and be prepared to present it at our next meeting.  You are to speak as if you were talking to middle school students.
    
Segment 1. The study of the motion of objects, and the related concepts of force and energy form the field called mechanics.  We start by discussing objects that move without rotating.  Such motion is called translational motion.  When specifying the motion of an object, it is important to specify not only the speed but also the direction of motion.  The term “speed” refers to how far an object travels in a given time interval.  Velocity, on the other hand, is used to signify both the magnitude of how fast an object is moving and the direction in which it is moving.  

Segment 2. Description of your research.  If you are not conducting research, please describe how you picked your major or how you decided to study math or science.

Question:  How difficult was this for you on a scale from 1 to 5 (where 1 is very easy and 5 is very difficult)? Which areas gave you trouble?


Part 2: Teaching Pedagogy – If you already did the “post” survey from the summer or last semester, you can skip this part.

1.  Students are working in groups of four to discuss a conceptual question you provided them at the beginning of class. 
 a) How might this activity facilitate student learning? 

As the activity proceeds, one group gets frustrated and approaches you—they’ve come up with two solutions but can’t agree on which one is correct. You see that one solution is right, while the other is not. 

 b) Describe both what would you do and what you would expect to happen as a result. 

 c) If the approach you described above in (b) didn’t produce the result(s) you anticipated by the end of that class session, what would you do in the next class session? 


Part 3: Attitudes and Beliefs – Some of this part has changed, so even if you did the post last semester, please complete this part.

Directions:  In the next 3 questions, please rank the items that follow, with 1 being the most significant. If an item is not relevant to you, please leave it blank.  Do not rank any two items with the same number.  If you rank the “Other” box, please specify.

1.  What would motivate you to participate in informal science activities?
__Academic credit				
__Support from advisor/department
__Opportunity to improve teaching skills	
__Funding
__Sounds like fun 
__Your experience as a recipient of a science community partnership program
__Desire to contribute to local science education 
__Opportunity to teach a particular population (like 4th grade) to see if you like it
__Other, please specify!

Comments?

2. What would prevent you from participating in additional informal science activities? 

__Time commitment
__Lack of support from advisor/dept
__Lack of professional value/didn’t increase marketability
__Not interested
__Not comfortable with school children/teachers
__Lack of funding
__Lack of info about outreach activities
__Other, please specify

Comments?

3. Do you consider these informal science activities part of doing science? ( as an undergrad, grad student, postdoc, and/or professional? )  Why or why not?

4. If you have participated in an informal science activity:

      a. Was your experience positive or negative? Why?

b.  What did you gain from the experience?

c.  Did your outlook on such activities change during the course of the experience or afterward?

5. What value or importance do you put on informal science activities?

6. If you have not yet participated in our program, please skip to the next question.  What would have made this experience more meaningful for you?  What else could we do to improve the program?

7.  Did we leave anything out that you think is important concerning getting undergrads, grad students, post docs and faculty involved in informal science activities?

Mayhew Spr 2008