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Abstract
This article describes the Learning Activities Questionnaire (LAQ) and how it can be employed to evaluate learning tasks not typically examined in course evaluation instruments such as readings and assignments. Drawing from behavioral theory in its focus on specific activities, this instrument is simple to interpret and provides clear direction for change. Based on LAQ responses and its use by 6 professors teaching 11 classes over 5 years to 215 students, suggestions are provided for how it can enhance teaching.