End-Semester
Teacher Survey
This report synthesises responses from the end-of-semester faculty survey administered by the Teaching & Learning Center. It covers course delivery, student engagement, workload sustainability, resources, professional development needs, and faculty wellbeing — and closes with actionable recommendations for the TLC and BISLA administration.
Semester at a Glance
Course Delivery & Assessment
Learning Objectives
Six of eleven respondents (55%) reported fully reaching their stated learning objectives. Two reported reaching "most" of them, while three gave nuanced or redirected answers — reflecting the philosophical complexity of measuring learning outcomes in humanities and social science courses.
"There were numerous moments when students stated something like 'Aha, that's why the US did/does that' — each of these made the course worth teaching in itself." — US History in the International Context
Assessment Quality
The average self-reported assessment quality score was 4.27 out of 5, indicating strong confidence in how well assessments captured student learning. The majority of courses used a mixed-format approach — essays, exams, presentations, and research projects — which teachers generally found effective. One course (Current Topics in Political Theory) scored its assessments at 2/5, noting that the approach was "an experiment" that needs revisiting.
Course Adjustments
Eight of eleven courses required some form of mid-semester adjustment. The most common reasons were: student requests for reduced reading loads, the disruption caused by the rescheduled mid-semester break, and the addition of timely current events content. Three courses required no changes at all.
Engagement Across Courses
Student engagement averaged 3.91 out of 5 across all courses — a solid result, though with notable variation. Two courses (IMS and Holocaust) achieved the maximum score of 5, while three courses (Ethics, Plato & Aristotle, Current Political Theory) scored 3, reflecting more challenging classroom dynamics.
Positive Dynamics
Several teachers described genuinely energising classroom environments. The Holocaust course and IMS both benefited from students' strong prior interest in the subject matter. The Energy & Climate course successfully bridged knowledge gaps by connecting abstract policy concepts to everyday life — a strategy that maintained engagement across mixed-ability groups.
"I suggested topics from everyday life — like textile products or online streaming — and connected them to high politics. The shine in their eyes was more than rewarding." — Energy Security & Climate Change
Challenging Dynamics
Three courses reported a significant split between highly motivated students and those described as "BISLArized" — a term used by one teacher to describe students who have been conditioned to resist intellectual challenge. This dynamic created friction in courses that relied on open inquiry and critical discussion. One teacher described this as "not a challenge but a threat to learning."
Moments of Pride
Sustainability & Institutional Support
Workload Sustainability
Workload sustainability averaged 3.55 out of 5 — the lowest of the three key metrics. Two courses scored 2/5, indicating unsustainable workloads. Sources of strain included:
- Late assignment submissions creating a continuous grading burden rather than manageable batches (US History)
- First-time course preparation for a brand-new course (Energy & Climate)
- Emotional strain from a particularly difficult classroom dynamic (Plato & Aristotle)
- Non-teaching administrative tasks adding to the load (Research Methods)
- Scheduling disruptions from the rescheduled mid-semester break requiring significant re-organisation (Ethics, US History)
Resources & Administrative Support
Four teachers reported having all needed resources; five said "mostly." Two reported only "somewhat" adequate support. Physical infrastructure gaps mentioned include: lack of a whiteboard/flipchart in the Learning Lab, unreliable technology in Tatarka and Johnson rooms, excessive cabling, and one classroom described as "very, very small."
Curriculum Fit & Connections
Two courses reported fitting "perfectly" within the BISLA curriculum; six said they "mostly fit in." Three teachers were unsure — reflecting either the novelty of their course or a lack of visibility into how other courses are structured.
Integration Highlights
The Holocaust course and Research Methods course were identified as fitting seamlessly into the BISLA liberal arts framework. The Energy & Climate course was noted as standing closer to IR and Advanced IR, with students making productive cross-course connections. Psychology was flagged as a course with strong potential to connect across all liberal arts subjects — a conversation worth having at the faculty level.
"Psychology can tie into all liberal arts subjects quite well. It would be worth having a discussion about this." — Introduction to Psychology
Gaps & Overlaps
Several teachers noted uncertainty about how their course connects to others — suggesting that curriculum mapping is not yet a shared, visible exercise at BISLA. One teacher noted that their course (Plato & Aristotle) was assigned to them without adequate preparation time, which undermined its coherence within the broader curriculum.
TLC Workshops & Peer Learning
Peer Observation
Only 2 of 11 courses (18%) were observed by a colleague this semester — a very low rate. Both teachers who were observed found it valuable, with one describing it as "reciprocal" and generating insights for both parties. Among the nine who were not observed, several expressed openness to peer observation next semester.
Workshop Interests
Teachers expressed interest in the following TLC workshop themes:
- Writing in the age of AI — how to scaffold student writing when AI tools are prevalent
- Student mental health — understanding and responding to student wellbeing challenges
- Differentiated instruction — managing mixed-motivation and mixed-ability groups
- Reducing technology dependency — one teacher explicitly requested a workshop on this
Teaching Practice Goals
Teachers identified the following areas for personal improvement next semester:
- Increasing student engagement and ensuring all students read assigned texts
- More seminar-style activities embedded in lectures
- Better strategies for mixed-knowledge groups
- Building stronger personal connections with BISLA students
Structural Suggestion: Year-Group Meetings
One teacher proposed replacing some full staff meetings with smaller, year-group-specific meetings (first-year teachers together, second-year teachers together, etc.). This would allow for better coordination of core courses, shared assignments, and assessment timing — while reserving full staff meetings for broader institutional matters.
"Shorter meetings between like-minded teachers rather than full staff meetings which usually say the same thing every time." — US History in the International Context
Faculty Wellbeing & Self-Care
This is the most sensitive area of the survey. Only 3 of 11 teachers (27%) reported feeling fully supported in terms of their mental wellbeing and self-care. Four said "somewhat," and three said "no." One response was not applicable.
Sources of Strain
Beyond workload, several teachers described emotional and institutional sources of stress. One teacher described an "emotional strain" from a course that was "on the short list of courses in my teaching career that I am least proud of." Another expressed deep frustration with what they perceived as an institutional culture that keeps teachers "off balance and uncomfortable," adding that the wellbeing question on this form felt "almost cynical in context."
What Support Would Help
Teachers who engaged with this question asked for:
- Smaller, more targeted meetings with relevant colleagues rather than large all-staff gatherings
- A genuine sense that the institution is invested in teachers thriving — not just performing
- Informal peer support structures
"There does not seem to be any concern at BISLA for helping teachers to thrive." — Ethics / Political Foundations
This is a direct, serious signal that the TLC and administration should treat as a priority — not a peripheral concern.
Recommendations for the TLC & Administration
The following recommendations are drawn directly from patterns in the survey data. They are organised by urgency and ownership.
Protect the Academic Calendar
The rescheduled mid-semester break was the single most-cited source of disruption this semester. Future calendar changes that affect teaching weeks should require faculty consultation and be communicated with maximum advance notice. The message that "education is not the primary focus" must be actively countered.
Address Physical Infrastructure Gaps
Add a whiteboard or flipchart to the Learning Lab and the TLC top-floor room. Resolve persistent technology issues in Tatarka and Johnson rooms (unreliable equipment, excessive cabling). Review room capacity for courses with growing enrolment.
Respond Genuinely to Wellbeing Concerns
At least one teacher has expressed a fundamental loss of trust in institutional care for faculty wellbeing. The TLC should initiate a confidential, one-on-one follow-up process — not a group workshop — to understand and address this. Programmatic responses alone will not rebuild trust.
Expand Peer Observation Programme
Only 18% of courses were observed this semester. Both observed teachers found it valuable. The TLC should make peer observation a default expectation next semester — with a light, structured format that emphasises reciprocity and professional growth rather than evaluation.
Introduce Year-Group Faculty Meetings
Replace some all-staff meetings with smaller year-group sessions (Year 1, Year 2, Year 3 teachers meeting separately). This would improve coordination of core courses, shared assessments, and reading loads — and reduce the sense that meetings are repetitive and unproductive.
Run a Curriculum Mapping Workshop
Three teachers are unsure how their course fits into the broader BISLA curriculum. A single faculty workshop dedicated to mapping course connections, overlaps, and gaps would benefit both curriculum coherence and individual teacher confidence.
Workshop: Writing & AI in the Classroom
Multiple teachers are grappling with how to maintain meaningful student writing practices in an environment where AI tools are ubiquitous. A workshop on scaffolding writing — including in-class writing, drafting processes, and formative feedback — would address a shared and growing need.
Workshop: Teaching Mixed-Motivation Groups
The challenge of teaching students with vastly different levels of motivation and prior knowledge was cited across multiple courses. A workshop on differentiated instruction, tiered tasks, and managing classroom dynamics in mixed groups would be directly applicable.
Workshop: Student Mental Health & Engagement
Interest in student mental health as a topic was expressed by multiple respondents. A workshop that connects mental health awareness to practical classroom strategies — not just awareness — would be most useful.
Course-by-Course Summary
The table below provides a structured summary of all eleven courses surveyed. Scores are on a 1–5 scale.
| Course | Objectives | Assessment | Engagement | Workload | Resources | Future Changes |
|---|---|---|---|---|---|---|
| US History in the International Context | Yes | 5 | 4 | 3 | Somewhat | Partially |
| Energy Security & Climate Change | Yes | 4 | 4 | 4 | Yes | Yes |
| Good Guys and Bad Guys (Holocaust) | Yes | 5 | 5 | 5 | Yes | N/A (may not repeat) |
| Liberalism and Its Discontents | Most | 4 | 4 | 3 | Mostly | Yes |
| Introduction to Psychology | Most | 4 | 4 | 4 | Yes | Partially |
| Ethics | Uncertain | 4 | 3 | 3 | Mostly | Readings in flux |
| Political Foundations: Plato & Aristotle | Redirected | 4 | 3 | 2 | Somewhat | Will not repeat |
| Current Topics in Political Theory | Uncertain | 2 | 3 | 4 | Mostly | Yes — expand |
| IMS (International Migration Studies) | Yes | 5 | 5 | 4 | Yes | GCC connection |
| Public Policy | Yes | 5 | 4 | 5 | Mostly | Partially |
| Introduction to Social Science Research Methods | Yes | 5 | 4 | 2 | Mostly | Partially |