Teaching Practice Inventory
The Teaching Practices Inventory (formerly called the “Teaching Practices Survey”) was designed to characterize the teaching practices used in undergraduate science and mathematics courses. Recently (1/16) it was tested with social science faculty and found to work with only slight changes in wording. The inventory requires 10-15 minutes to fill out and provides a detailed characterization of practices used in all aspects of a “lecture” course (it is not suitable for use with courses that are primarily laboratories, seminars, or project courses). It has been tested with several hundred faculty members at UBC and refined over a 6-year period. The updated version given here can be used in both science, mathematics, engineering, and social sciences. The results from the updated survey should be equivalent to the previous version, as the wording changes were very small, just providing additional elaboration to extend better across disciplines.
This website is intended to be a site where people can get access to the Inventory, the survey files allowing it to be immediately and easily used within your institution, and results, research, and related tools that people using the Inventory would like to share. The website is set up and loosely overseen by Carl Wieman at Stanford University and is intended to be a service for people using or considering using the inventory
The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science, Carl Wieman and Sarah Gilbert, CBE-Life Sciences Education, Vol 13(3), pp. 552–569 (2014)
A Better Way to Evaluate Undergraduate Teaching, Carl Wieman, Change, Vol. 47(1), pp. 6-15 (2015)
DOI: 10.1080/00091383.2015.996077
CWSEI Teaching Practices Inventory, (Oct. 3, 2014)
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| Interested in filling out the inventory for a course you teach and gauge your extent of use of research-based teaching practices (ETP)?
» Fill out the inventory anonymously and see your ETP score Example distribution of ETP scores for courses in a department:
For details on ETP scoring and research supporting it, see The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science, Carl Wieman and Sarah Gilbert, CBE-Life Sciences Education, Vol 13(3), pp. 552–569 (2014) |
Adding open-ended questions:
Depending on the goals for using the Teaching Practices Inventory, open-ended questions can be added at the end of the inventory. For example, at UBC we added 3 questions:
What do you see as the biggest barrier to achieving more effective student learning in the courses you teach?
What changes could be made at UBC to help you teach more effectively?
What changes could be made at UBC to increase your satisfaction/enjoyment of teaching?
Teaching Practices Inventory categories:
- Course information provided (including learning goals or outcomes)
- Supporting materials provided
- In class features and activities
- Assignments
- Feedback and testing
- Other (diagnostics, pre-post testing, new methods with measures, …)
- Training and guidance of teaching assistants
- Collaboration or sharing in teaching
COPUS Excel file with visualization: COPUS with visualization
Submit your materials and results.
Other files:
Teaching Practices Inventory in Qualtrics online survey format with ETP scoring embedded (updated Oct. 3, 2014). right-click and select “save link as”
Teaching Practices Inventory Excel file to gauge the extent of use of research-based teaching practices (ETP) (updated Jan. 20, 2015)
