FLEX was developed following evidence-based practices for survey design. The scales for the survey were chosen to align with the campus definition of teaching excellence. Initial survey items were drafted and circulated for faculty feedback for importance and applicability. An initial set of items were selected based on faculty feedback. These items were taken to student focus groups to refine their wording to improve students’ comprehension of the items. In parallel, we ran two pilot administrations of the survey in over 100 courses over fall 2024 and spring 2025. Pilot administrations took place in over 100 courses across 30 units spanning ACES, AHS, BUS, EDUC, ENG, FAA, LAS, CIMED, SSW, and LER.

Psychometric evaluations of these pilot administrations were evaluated using exploratory and confirmatory factor analyses. These factor analyses demonstrated strong model fit and strong factor loadings for the three-scale structure. Course-design items were found to have low loading across factors. Inclusive and ethical items were found to have cross loadings with other factors, which is appropriate given that students will experience a course as inclusive and ethical through the design and delivery of the course.

The final set of items were chosen to optimize for the items identified by the survey development team as best aligning with the definition of teaching excellence while collectively having strong psychometric properties.