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CARL-N Mini-conference. Teacher-Scholar Cohort of 2006-07. Emily Allen, EngineeringJoanne Rossi Becker, ScienceElizabeth Cara, Applied Sciences and ArtsPeg Hughes, EducationArvinder Loomba, BusinessLinda Mitchell, Humanities and the ArtsRonald Rogers, Social SciencesDiana Wu, University Library.
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1. CARL-N Mini-conference Students and Faculty Perspectives: Are We Engaged Yet? Presented by
Yuhfen Diana Wu
Dr. Martin Luther King, Jr. Library
San Jose State University
December 3, 2007
2. CARL-N Mini-conference Teacher-Scholar Cohort of 2006-07 Emily Allen, Engineering
Joanne Rossi Becker, Science
Elizabeth Cara, Applied Sciences and Arts
Peg Hughes, Education
Arvinder Loomba, Business
Linda Mitchell, Humanities and the Arts
Ronald Rogers, Social Sciences
Diana Wu, University Library
3. CARL-N Mini-conference Outline Genesis / Purpose of Research
Student Engagement Defined
Research Questions
Survey Methods / CLASSE Pilot Instrument
Analysis of Data
Lessons Learned
Future Research Directions
4. CARL-N Mini-conference Genesis / Purpose of Research Purpose
To understand university faculty members' and students perspectives regarding multiple facets of student engagement.
Importance
To monitor student engagement, a students connectedness, and sense of belonging is very important because these factors individually and collectively contribute to student success.
5. CARL-N Mini-conference Definition of Student Engagement Student engagement depicts students willingness to participate in routine school activities, such as attending classes, submitting required work, and following teachers directions in class (Nystrand & Gamoran, 1992).
Motivated behavior is indexed by the kinds of cognitive strategies students choose to use and by their willingness to persist with difficult tasks by regulating their own learning behavior (Pintrich & De Groot, 1990; Pintrich & Schrauben, 1992).
6. CARL-N Mini-conference NSSE Instrument The National Survey of Student Engagement is a "best practices" survey. The survey asks students to report on how they choose to spend their time while in college, recognizing that some uses of time produce more benefits to students than others. The five NSSE benchmarks are aggregations of clusters of survey items and, as such, are defined by those clusters.
Level of Academic Challenge
Active and Collaborative Learning
Student Interactions with Faculty
Enriching Educational Experiences
Supportive Campus Environment
7. CARL-N Mini-conference Background Literature Much of the research on student engagement has been conducted at the high school and elementary school levels; little exists on the university level (CLASSE still in pilot stage).
Much of the existing research is from the perspectives of the students; faculty perspectives are relatively unexplored.
Little of the research investigates faculty perceptions of the linkage between social characteristics (such as race and ethnicity, class, and gender) and the degree of student engagement.
8. CARL-N Mini-conference Research Questions What do faculty rate as important in a class?
Are there differences between faculty ratings in on-line and face-to-face classes?
Are there differences in student-reported performance between on-line and face-to-face classes?
Can such differences be accounted for by demographic variables such as native language?
9. CARL-N Mini-conference Survey Methods the CLASSE Survey A two-component tool that compares faculty expectations with what students report experiencing in a class.
CLASSE faculty
CLASSE student
Based on National Survey of Student Engagement (NSSE) supported by CIBER at Indiana University.
10. CARL-N Mini-conference Survey Question Format Survey has 38 questions distributed among domains
Engagement Activities
Cognitive Skills
Other Educational Practices
Class Atmosphere
4-point Likert scale on all items
Additional demographic items for both faculty and students
11. CARL-N Mini-conference Survey Question Format Faculty Survey
Faculty rate the importance of each item
Score is high if the item is important for student to be successful
Student Survey
Students rate frequency or amount of performance
Score is high if they have higher performance on this item
12. CARL-N Mini-conference Engagement StudyData Analysis
13. CARL-N Mini-conference Interpreting our Results Comparison between faculty and student scores
Difference Scores
Quadrant Analysis
Differences between the item rankings of Online and Face-to-face Faculty
14. CARL-N Mini-conference Interpreting our Results: Difference Scores Calculation:
Teacher Rating minus Student Rating
What do the differences mean?
Positive Differences
Teacher rates item higher than students
Negative Differences
Students rate item higher than teachers
15. CARL-N Mini-conference Difference Scores: All Classes
16. CARL-N Mini-conference Largest Positive Difference(Engagement): How many times have you
Question #4:
Worked on a paper or a project in your [Course XYZ] class that required integrating ideas or information from various sources?
Implies that students dont recognize when they are integrating ideas or information from various sources, or
Faculty are not actually requiring this of their students despite considering it important
Question #6:
Came to your [Course XYZ] class without having completed readings or assignments?
Reversed item: Actually implies that students try to come to class prepared
17. CARL-N Mini-conference Largest Positive Difference(Engagement): How many times have you
Questions #15:
Made a class presentation in your [Course XYZ] class?
Implies
Students perhaps dont recognize when they are making a class presentation, or
Faculty dont assign as many as they think are important, or
The presentations are concentrated at end of semester, i.e., after our data collection
18. CARL-N Mini-conference Largest Positive Difference(Cognitive Skills): So far this semester, how much of your coursework in your [Course XYZ] class emphasized the following mental activities?
Question #22:
Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships
Difference implies that..
Students dont recognize when they are Synthesizing and organizing ideas, information, or experiences, or
Students actually arent performing this in class
19. CARL-N Mini-conference Interpreting our Results: Quadrant Analysis
20. CARL-N Mini-conference How faculty rank the importance of different aspects of the course Next slides show questions divided by domains
Engagement Activities Q1-Q19
Cognitive Skills Q20-Q24
Other Educational Practices Q25-Q34
Class Atmosphere Q35-Q38
21. CARL-N Mini-conference
22. CARL-N Mini-conference Questions with Significant Mode Differences(F-to-F ranks higher than OL) How important is it that students in your class
Question #7: Work with other students on projects during your [Course XYZ] class
Question #8: Work with classmates outside of your [Course XYZ] class to prepare class assignments
Question #15: Make a class presentation in your [Course XYZ] class?
23. CARL-N Mini-conference Questions with Significant Mode Differences(OL ranks higher than F-to-F) How important is it that students in your class
Question 11: Use an electronic medium (list-serv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment in your [Course XYZ] class
Question #12: Use email to communicate with you as the instructor of your [Course XYZ] class
24. CARL-N Mini-conference
25. CARL-N Mini-conference
26. CARL-N Mini-conference Summary of Lessons Learned Very useful tool for faculty as formative assessment
SJSU strength is approachability of faculty
Surprising differences in terms of faculty expectations in on-line vs. face-to-face
Low response rate from on-line students
More on-line faculty declined to participate (citing #4 above)
27. CARL-N Mini-conference Future Research Directions Engage proactively by academic librarian
Administer survey in more classes next year
Look for statistical significance
Use for formative assessment
Examine demographic data
Revise survey for on-line classes
28. CARL-N Mini-conference THANK YOU
Questions!!!