Table A1.
Electronic survey results.
| ALL-FACULTY AND ALL-STUDENT SURVEY RESULTS | ||||||
|---|---|---|---|---|---|---|
| Statements Related to Social Impacts of Remote Learning. | ||||||
| SA | A | N | D | SD | NA/? | |
| FACULTY | ||||||
| Remote learning has weakened dental student class dynamics. | 16 | 18 | 4 | 1 | 0 | 3 |
| Remote learning has decreased student’s ability to learn from their classmates. | 11 | 21 | 2 | 5 | 0 | 3 |
| I feel disconnected from students due to remote learning. | 12 | 16 | 10 | 2 | 1 | 1 |
| In-person interactions with faculty help students learn how to be a professional. | 21 | 19 | 2 | 0 | 0 | 0 |
| STUDENT | ||||||
| Remote learning has weakened by class dynamic. | 17 | 22 | 13 | 13 | 8 | 1 |
| Remote learning has decreased my ability to learn from my classmates. | 17 | 18 | 11 | 18 | 9 | 1 |
| I feel disconnected from my classmates due to remote learning. | 20 | 25 | 11 | 7 | 11 | 0 |
| I feel disconnected from faculty due to remote learning. | 20 | 13 | 16 | 17 | 8 | 0 |
| I have formed study groups during remote learning. | 13 | 19 | 10 | 18 | 12 | 2 |
| In-person interactions with faculty help me learn how to be a professional. | 24 | 21 | 13 | 9 | 4 | 3 |
| Statements related to didactics. Didactics can be lectures or small group seminars/discussions. Didactics can be in-person, remote synchronous (i.e., Zoom), or remote asynchronous (i.e., pre-recorded). | ||||||
| SA | A | N | D | SD | NA/? | |
| FACULTY | ||||||
| Students log on to my Zoom sessions, but typically do not actively engage in them. | 5 | 11 | 8 | 5 | 2 | 11 |
| I prefer students to have their cameras ON during Zoom sessions. | 18 | 11 | 4 | 0 | 1 | 8 |
| Technical difficulties often hinder my Zoom sessions. | 1 | 4 | 5 | 18 | 5 | 9 |
| I understand students’ level of comprehension better when didactics are in-person. | 13 | 17 | 3 | 2 | 3 | 4 |
| I am able to read the room and adjust my teaching in real time better during in-person didactics. | 16 | 19 | 1 | 1 | 0 | 5 |
| Students are more likely to ask questions or speak up during an in-person didactic session (versus a Zoom session). | 14 | 15 | 3 | 2 | 1 | 6 |
| I like students to be able to ask questions in real time. | 19 | 18 | 3 | 0 | 0 | 2 |
| I appreciate the flexibility of pre-recorded asynchronous lectures. | 6 | 17 | 5 | 5 | 2 | 7 |
| It takes me longer to prepare a quality pre-recorded lecture than it does to deliver an in-person lecture. | 15 | 7 | 7 | 6 | 0 | 7 |
| In general, I prefer in-person didactics. | 17 | 13 | 6 | 3 | 1 | 2 |
| In general, I prefer pre-recorded asynchronous lectures (versus in-person lectures or Zoom lectures). | 0 | 3 | 11 | 15 | 10 | 3 |
| STUDENT | ||||||
| I log on to Zoom sessions, but typically do not actively engage in them. | 22 | 16 | 12 | 15 | 9 | 0 |
| It is difficult to focus during Zoom sessions. | 4 | 16 | 12 | 30 | 12 | 0 |
| I prefer to have my camera OFF during Zoom sessions. | 19 | 29 | 20 | 6 | 0 | 0 |
| I often have technical difficulties that hinder Zoom sessions. | 1 | 5 | 10 | 27 | 31 | 0 |
| Faculty understand my level of comprehension better when didactics are in-person. | 16 | 20 | 11 | 10 | 9 | 8 |
| I am more likely to ask a question or speak up during an in-person didactic session (versus a Zoom session). | 16 | 9 | 7 | 18 | 21 | 3 |
| I like the ability to ask questions in real time. | 19 | 22 | 22 | 9 | 2 | 0 |
| I appreciate the flexibility of pre-recorded asynchronous lectures. | 47 | 18 | 6 | 2 | 1 | 0 |
| In general, I prefer in-person didactics. | 19 | 10 | 14 | 12 | 17 | 2 |
| In general, I prefer pre-recorded asynchronous lectures (versus in-person lectures or Zoom lectures). | 26 | 12 | 19 | 10 | 7 | 0 |
| Statements related to remote exams. This could also mean quizzes. | ||||||
| SA | A | N | D | SD | NA/? | |
| FACULTY | ||||||
| Students study less when an exam is open-book. | 10 | 12 | 8 | 6 | 1 | 5 |
| Students learn less when an exam is open-book. | 4 | 10 | 14 | 7 | 2 | 5 |
| I have concerns about academic dishonesty when exams are not proctored. | 8 | 18 | 5 | 6 | 0 | 5 |
| I am comfortable with the use of remote proctoring via a Zoom proctor. | 1 | 6 | 9 | 6 | 6 | 14 |
| I am comfortable with the use of remote proctoring via automated software (e.g., Proctorio). | 1 | 5 | 9 | 7 | 5 | 15 |
| STUDENT | ||||||
| I study less when an exam is open-book. | 6 | 22 | 10 | 28 | 8 | 0 |
| I learn less when an exam is open-book. | 6 | 10 | 10 | 29 | 19 | 0 |
| I have concerns about academic dishonesty when exams are not proctored. | 8 | 16 | 17 | 20 | 12 | 1 |
| I am comfortable with remote proctoring via a Zoom proctor. | 7 | 23 | 15 | 18 | 11 | 0 |
| I am comfortable with remote proctoring via automated software (e.g., Proctorio). | 4 | 17 | 15 | 14 | 22 | 2 |
| It is difficult for me to find a suitable (quiet, private) space to take a remote exam. | 11 | 9 | 11 | 25 | 18 | 0 |
| Statements related to course grading schemes: numerical grades (4.0 scale) versus credit/no credit grades. | ||||||
| SA | A | N | D | SD | NA/? | |
| FACULTY | ||||||
| Numerical grades foster healthy competition between students within a class. | 10 | 11 | 12 | 5 | 2 | 2 |
| Numerical grades foster toxic competition between students within a class. | 5 | 6 | 11 | 16 | 3 | 1 |
| Numerical grades motivate students to perform their personal best. | 13 | 24 | 2 | 1 | 0 | 2 |
| Credit/no credit grades motivate students to perform “good enough”. | 8 | 18 | 11 | 2 | 2 | 1 |
| Students study more in a course with a numerical grading scale. | 16 | 22 | 2 | 0 | 0 | 2 |
| Students learn more in a course with a numerical grading scale. | 6 | 18 | 10 | 1 | 3 | 4 |
| I am concerned credit/no credit grades may impact students’ post-graduation plans. | 11 | 16 | 7 | 3 | 2 | 3 |
| Students are more likely to contest individual points on an assessment in a course with a numerical grading scale. | 12 | 22 | 3 | 1 | 0 | 4 |
| I am concerned about calibration of graders in a course with a numerical grading scale. | 5 | 21 | 9 | 4 | 0 | 3 |
| Numerical grades foster academic excellence at the UWSOD. | 11 | 21 | 5 | 3 | 0 | 2 |
| The UWSOD should rank students based on grades. | 7 | 13 | 10 | 8 | 2 | 2 |
| In general, UWSOD courses should be graded with a numerical grading scale. | 11 | 19 | 5 | 5 | 1 | 1 |
| All UWSOD courses should be graded credit/no credit. | 2 | 2 | 4 | 22 | 11 | 1 |
| STUDENT | ||||||
| Numerical grades foster healthy competition between students within my class. | 1 | 11 | 8 | 18 | 35 | 1 |
| Numerical grades foster toxic competition between students within my class. | 35 | 20 | 10 | 6 | 2 | 1 |
| Numerical grades motivate me to perform my personal best. | 10 | 14 | 15 | 10 | 24 | 1 |
| Credit/no credit grades motivate me to perform “good enough”. | 6 | 18 | 7 | 17 | 24 | 2 |
| I study more in a course with a numerical grading scale. | 7 | 17 | 12 | 13 | 21 | 4 |
| I learn more in a course with a numerical grading scale. | 6 | 4 | 10 | 22 | 29 | 3 |
| I am concerned credit/no credit grades may impact my post-graduation plans. | 4 | 9 | 13 | 16 | 30 | 2 |
| I am more likely to contest individual points on an assessment in a course with a numerical grading scale. | 36 | 18 | 10 | 6 | 4 | 0 |
| I am concerned about calibration of graders in a course with a numerical grading scale. | 36 | 22 | 9 | 2 | 1 | 4 |
| The UWSOD should rank students based on grades. | 1 | 9 | 19 | 16 | 24 | 5 |
| I am motivated by class rank. | 4 | 11 | 10 | 12 | 37 | 0 |
| I am more likely to collaborate with my classmates when a course is graded credit/no credit. | 30 | 15 | 12 | 12 | 3 | 2 |
| I typically study for the grade in a course with a numerical grading scale, rather than studying to become a good dentist. | 26 | 24 | 5 | 11 | 7 | 1 |
| In general, UWSOD courses should be graded with a numerical grading scale. | 4 | 7 | 13 | 15 | 33 | 2 |
| All UWSOD courses should be graded credit/no credit. | 31 | 10 | 18 | 10 | 3 | 2 |
| Statements related to courses in the preclinical simulation lab. | ||||||
| SA | A | N | D | SD | NA/? | |
| FACULTY | ||||||
| There is a disconnect between students in the two lab groups. | 3 | 4 | 2 | 2 | 1 | 30 |
| I am concerned about imbalanced experiences between two groups of students in the lab. | 1 | 3 | 4 | 4 | 1 | 29 |
| Students get greater personal attention from faculty with the split shift in the lab. | 3 | 7 | 3 | 0 | 2 | 27 |
| It is easier for students to use shared equipment with the split shift in the lab. | 2 | 7 | 3 | 0 | 1 | 29 |
| I spend more time preparing and teaching with the split shift in the lab. | 3 | 3 | 3 | 2 | 0 | 31 |
| Teaching the same course twice detracts from my other responsibilities as a faculty member. | 5 | 9 | 3 | 3 | 0 | 22 |
| STUDENT | ||||||
| I feel disconnected from classmates who do not share the same lab time as me. | 32 | 16 | 5 | 6 | 3 | 12 |
| I am concerned about imbalanced experiences between two groups of students in the lab. | 9 | 14 | 11 | 17 | 9 | 14 |
| I get greater personal attention from faculty with the split shift in the lab. | 20 | 16 | 6 | 3 | 4 | 25 |
| It is easier to use shared equipment with the split shift in the lab. | 26 | 17 | 5 | 2 | 2 | 22 |
| GRADUATE PROGRAM DIRECTOR SURVEY RESULTS | ||||||
| SA | A | N | D | SD | NA/? | |
| I consider GPA when assessing applicants to my graduate program. | 4 | 4 | 0 | 0 | 0 | 0 |
| I consider class rank when assessing applicants to my graduate program. | 5 | 2 | 1 | 0 | 0 | 0 |
| It is difficult to assess an applicant who went to a dental school that does not issue grades. | 4 | 4 | 0 | 0 | 0 | 0 |
| I prefer that applicants to my graduate program report GPA. | 6 | 2 | 0 | 0 | 0 | 0 |
| I prefer that applicants to my graduate program report class rank. | 6 | 2 | 0 | 0 | 0 | 0 |
| Class rank is a poor metric for applicants, because students within a class are separated by extremely small differences in GPA. | 0 | 1 | 3 | 3 | 1 | 0 |
| Class rank is a valuable metric for applicants, because GPAs are elevated by grade inflation. | 2 | 3 | 1 | 1 | 0 | 1 |
| I am concerned that a switch to credit/no credit grades at UWSOD may impact our students’ matriculation to graduate programs. | 3 | 5 | 0 | 0 | 0 | 0 |
| I am concerned that eliminating class rank at UWSOD may impact our students’ matriculation to graduate programs. | 4 | 3 | 0 | 1 | 0 | 0 |
| Class rank | GPA | Standardized test score | ||||
| If you could have only one piece of objective data when assessing applicants to your graduate program, which would it be? | 5 | 3 | 0 | |||