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　　在春季學(xué)期的第二部分，Covid-19緊急事件的突然發(fā)展需要我們的學(xué)生、老師和麻省理工學(xué)院所有支持教學(xué)的人做出非凡的調(diào)整。持續(xù)的危機(jī)使我們必須從今年春天的經(jīng)歷中學(xué)到我們所能學(xué)到的一切，因為我們計劃在下一學(xué)年學(xué)習(xí)，屆時我們的許多科目(如果不是大多數(shù)科目)將包括遠(yuǎn)程教學(xué)部分。

　　The sudden development of the Covid-19 emergency during the second part of the spring semester required extraordinary adjustments by our students, instructors, and all at MIT who support teaching and learning. The continuing crisis makes it imperative that we learn all we can from our experiences this spring as we plan for the coming academic year when many if not most of our subjects will include remote components.

　　正如我在5月3日和5月20日給社區(qū)的電子郵件中所討論的，學(xué)術(shù)政策和法規(guī)小組(以下簡稱“協(xié)會”)與麻省理工學(xué)院的機(jī)構(gòu)研究、注冊辦公室和教學(xué)實驗室的成員密切合作，開展了三項調(diào)查，收集春季學(xué)期的反饋意見。

　　As discussed in my emails to the community on May 3 and May 20, three surveys to gather feedback on the spring semester were developed by the Academic Policy and Regulations Team (“APART”) working in close collaboration with MIT Institutional Research and members of the Office of the Registrar and the Teaching and Learning Laboratory.

　　1. A Qualtrics-based Institute-wide Student Remote Learning Experience Survey was conducted in the second part of May, and the results were made available to students on June 5. This survey does not provide information on a subject-by-subject basis but rather aims to evaluate students’ overall experience with remote learning and to understand the challenges they faced this spring.

　　2. To enable students to provide specific and useful feedback on how subjects might be improved in remote offerings in the future, a Subject-Specific Survey was also conducted in late May. For reasons discussed previously, this survey did not include any questions calling for numerical ratings but consisted mainly of open-ended questions. Among other things, the open-ended questions provided an opportunity for students to recognize the performance of particular individuals such as teaching assistants. Access to the subject-specific survey results is strictly limited to the respective subject instructors (who are free to share their own results) and department leadership, and to a tightly restricted number of key individuals involved in supporting remote learning at the Institute. The links to results have been provided to each department’s subject evaluation coordinators.

　　3. An Instructor Remote Teaching Survey closed on June 15, and the compiled results have just become available, with a total of 765 instructors responding.

　　1. 5月下旬進(jìn)行了一項基于Qualtrics的全院學(xué)生遠(yuǎn)程學(xué)習(xí)體驗調(diào)查，結(jié)果于6月5日公布給學(xué)生。這項調(diào)查并沒有提供關(guān)于各個學(xué)科的信息，而是旨在評估學(xué)生在遠(yuǎn)程學(xué)習(xí)方面的總體經(jīng)驗，并了解他們今年春天面臨的挑戰(zhàn)。

　　2.為了使學(xué)生能夠提供具體和有用的反饋，說明今后如何在遠(yuǎn)程課程中改進(jìn)科目，5月下旬還進(jìn)行了一項針對具體科目的調(diào)查。由于前面討論的原因，本次調(diào)查不包括任何需要數(shù)字評分的問題，但主要由開放式問題組成。除其他外，開放式問題為學(xué)生提供了一個機(jī)會，讓他們認(rèn)識到諸如助教等特定個人的表現(xiàn)。對特定學(xué)科的調(diào)查結(jié)果的獲取嚴(yán)格限制在各自的學(xué)科導(dǎo)師(他們可以自由分享自己的結(jié)果)和部門領(lǐng)導(dǎo)，以及嚴(yán)格限制參與支持學(xué)院遠(yuǎn)程學(xué)習(xí)的關(guān)鍵個人的數(shù)量。結(jié)果鏈接已提供給各部門的主題評估協(xié)調(diào)員。

　　3. 一項教師遠(yuǎn)程教學(xué)調(diào)查于6月15日結(jié)束，匯編的結(jié)果剛剛公布，共有765名教師作出了回應(yīng)。

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