GSPD Study

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Dear Graduate Student Faculty Developer,

With identification of the two national groups focusing on the development of graduate students (STLHE and POD), there is a desire to also find what commonalities we have in the training of our graduate students, especially as it relates to teaching, as well as our level of training in order to prepare graduate students. This questionnaire is designed to assist us in further refining graduate student development in Canada and the US. Your participation is very important to the success of these programs and you are encouraged to respond thoughtfully and candidly. We are interested in your thoughts, feelings, and actions as well as your evaluations regarding how your teaching centers are involved in graduate student development.

The questionnaire is confidential. Aggregate results will be summarized and reported for groups. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. It is very important for us to learn your opinions. The survey will take 15-20 minutes of your time.

Your survey responses will be strictly confidential and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. The study has received ethical approval from the Ethics Board at the University of Manitoba. If you have questions at any time about the survey or the procedures, you may contact Dr. Dieter Schonwetter at 204-480-1302 or by email at the email address specified below.

Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below and maximizing your page view (by clicking on the top left green button).

Dr. Dieter J. Schönwetter Director of Educational Resources and Faculty Development, Faculty of Dentistry, University of Manitoba, Winnipeg, Manitoba, Canada

Ms. Donna Ellis Associate Director, Centre for Teaching Excellence, University of Waterloo, Waterloo, Ontario, Canada

Country Represented

Type of Center

Institution Type

Graduate Student Program(s) Offered at Your Institution (check all that apply):

Certificate or Certification

Course(s)

Workshop Series

Peer Consultations

Mentor Programs

Other

Years of Experience in Graduate Student Development

Years in Current Position

Your age (optional)

Gender

Female

Male

Your Highest Degree

Bachelors

Masters or equivalent

Doctoral or Ph.D.

Other

As a faculty or educational developer, is it (would it be) helpful in your current position to have a Ph.D. or Doctorate Degree?

Yes

Other

Number of conference presentations on graduate student development you have presented

Number of publications on graduate student development

Number of research grants you have received for graduate student development projects

Number of graduate students in your institution (select only the total enrollment at the campus or campuses that you provide services)

Number of graduate students involved in your programs as of today?

What professional development events have you participated in order to prepare yourself for running programs to develop graduate students?

Graduate Student Development Competencies

Please rate each of these as to how important they are to graduate students when they teach, the extent to which each are taught in your current graduate student development programs, how confident you feel in preparing graduate students in each area, and the extent that you have been trained to teach graduate students in these areas.

Use the rating scale provided Not at all = 1 2 3 4 5 = Very much so

Able to use effective assessment methods.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Exhibit respect and understanding for all students.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Demonstrate mastery of their subject.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Communicate effectively in oral format in English.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Develop a reflective approach to teaching through collecting feedback and continually modifying instructional approaches.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Use student-centered teaching methods.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Enhance motivation of their students through conveying personal enthusiasm for the subject.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Communicate and manage appropriate expectations for achievement in the course.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Encourage cooperation and collaboration among their students.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Select course material suited to the background, ability level, and interest of their students.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Construct valid and reliable assessments of their students’ learning.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Match varying teaching methods with specific learning objectives.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Accommodate different learning styles of their students.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Present material that is sequenced and paced appropriately for their students.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Communicate effectively in written format in English.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Match varying assessment methods with specific learning objectives.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Document their teaching effectiveness.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Know how to uncover departmental norms regarding teaching.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Communicate important values inherent to the discipline or profession.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Ability to teach small and large classes.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Use research in teaching as it applies to instruction in one's field.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Build confidence in students by helping them to successfully meet learning objectives.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Design courses that challenge students to pursue higher level learning, such as critical thinking and problem solving.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Adhere to institutional policies (i.e., discipline, academic honesty, and legal information).

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Demonstrate relationships between the course and the broader liberal education curriculum.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Provide a welcoming and safe environment for their students

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Use technology to enhance learning.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Be self-aware of their teaching biases.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Advise students of career opportunities in the discipline or profession.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Perceive teaching as a scholarly endeavor.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Apply their knowledge of learning principles and learning theories.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Recognize that teaching requires lifelong reflective learning.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Able to adapt teaching material to students’ needs.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Able to articulate the values of their teaching approach (i.e., teaching philosophy).

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Able to use effective lecturing techniques.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Able to use effective questioning techniques.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Seek out mentoring on teaching.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Engage in professional development related to teaching.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Able to use effective discussion techniques.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Able to write specific and assessable learning objectives.

	Not At All - 1	2	3	4	5 - Very Much So
a. How important is this for preparing graduate students to teach as future faculty?	Not At All - 1	2	3	4	5 - Very Much So

b. To what extent is this explicitly taught in your graduate development program(s)?	Not At All - 1	2	3	4	5 - Very Much So

c. How confident do you feel in preparing graduate students in this area?	Not At All - 1	2	3	4	5 - Very Much So

d. To what extent did your training prepare you to teach graduate students to…?	Not At All - 1	2	3	4	5 - Very Much So

Career Path

Current Position

Most Recent Prior Position

Second Most Prior Position

Third Most Prior Position

Fourth Most Prior Position

Please list all the services that your Center offers to graduate students.

What are the goals of your Center in terms of graduate student development?

How do you assess your graduate student development program’s effectiveness?

What do you provide to your graduate students to document their development?

What other information, if any, you would like to share about graduate student development?

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