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海角社区 Teaching Practices Inventory (TPI)

The Teaching Practices Inventory (TPI)(formerly called the “Teaching Practices Survey”) was designed to characterize the teaching practices used in undergraduate science and mathematics courses.聽 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).聽 It has been tested with several hundred faculty members at UBC and refined over a 6-year period.

The Teaching Practices Inventory (TPI) collects information across 8 categories:

  1. Course information provided (including learning goals or outcomes)
  2. Supporting materials provided
  3. In class features and activities
  4. Assignments
  5. Feedback and testing
  6. Other (diagnostics, pre-post testing, new methods with measures, …)
  7. Training and guidance of teaching assistants
  8. Collaboration or sharing in teaching

Want to try this tool yourself? Below are in-house links to the surveys.聽 If you choose to include your email address, you will get a copy of your responses when you finish.

Scoring & Interpreting Results of the TPI

Once completed, the results of the TPI are scored according to the rubric posted on the . Our results are scored automatically within Qualtrics, so you don’t have to do it yourself (thought you certainly can using the on the TPI website).聽 The results is called the “extent of use of research-based teaching practices” or ETP.聽 The ETP is a total score, and is also broken down into the eight categories listed above, giving instructors an interesting view into their teaching practices.聽 If you are interested in meeting to discuss your ETP score and how to interpret it, please let us know.

Published Articles 海角社区 the TPI

  • , Carl Wieman, Change, Vol 47 (1), pp. 6-15 (2015) DOI: 10.1080/00091383.2015.996077 [~9 page article, a bit less technical, does not include fine-grained details about the rubric and scoring.]
  • , Carl Wieman and Sarah Gilbert, CBE-Life Sciences Education, Vol 13(3), pp. 552-569 (2014) [~20 page article with a lot more detail, including links to many references upon which the scoring rubric was based.]

The CTLD has copies of these articles if you have any problem with the links above.

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