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Faculty Engagement and its Impact on Student Learning

Faculty Engagement and its Impact on Student Learning. Michael R. Wick University of Wisconsin – Eau Claire. Collaborative effort with Jacqueline Bonneville, Freshman Orientation Melissa Bonstead-Bruns, Sociology Eric Jamelske , Economics Barbara Lozar, Psychology Donald Mowry, FYE

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Faculty Engagement and its Impact on Student Learning

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  1. Faculty Engagement and its Impact on Student Learning Michael R. Wick University of Wisconsin – Eau Claire • Collaborative effort with • Jacqueline Bonneville, Freshman Orientation • Melissa Bonstead-Bruns, Sociology • Eric Jamelske, Economics • Barbara Lozar, Psychology • Donald Mowry, FYE • Jeanne Skoug, Career Services • Marty Wood, English

  2. Outline • FYE Program History • FYE Goals • Current Program • Charge to Task Force • Developing an Action Plan • Data Instruments • Data Collection • Preliminary Results • Future Analysis

  3. Motivation and Background • UW-Eau Claire and FYE • Started in 1990 • Various versions • Common Read • HUMS 100 • Infusion • Infusion Model Since 1997 • Never assessed!!!!! • FYE Task Force

  4. FYE Goals • To introduce students to liberal education and awaken their intellectual curiosity • To enhance student skills for academic success • To strengthen student connection to the University • To engage students in meaningful academic and non-academic out-of-class activities • To enhance student accountability for their education

  5. FYE Program Infusion Model • Designated FYE Sections • Special sections of regularly offered courses • Limited to 20 students per section • Senior Student Mentors • Peer Mentor • Out-of-Class Activities • Students, Mentor, and Instructor • Intensive Academic, Personal, and Career Advising • Included as part of course content

  6. FYE Assessment • Two-fold Design • Surveys • FYE and non-FYE students • Faculty • Who taught FYE in fall 2006 • Who have taught FYE but not in fall 2006 • Who have never taught FYE • Mentors • Longitudinal Analysis • Four years of tracking data

  7. FYE Assessment Student Survey • Surveyed FYE students with specific section information • “My course …”  “ENGL 110 …” • Surveyed non-FYE students with specific section information • All non-FYE students were surveyed on same course as FYE students • Almost identical surveys • Asked FYE students about mentors, why they took FYE, degree to which instructor explicitly talked about goals of FYE • Asked non-FYE students why they didn’t take FYE • Response Rate • Overall: 610 of 1949 (31%) • FYE Students: 554 of 1584 (35%) • Non-FYE Students: 56 of 365 (15%)

  8. FYE Assessment Student Survey • Survey content • 26 Likert-scale questions (5-point scale) • academic goals of FYE • connectedness to university, faculty, mentor, and classmates • meaningful out-of-class activities • 1 question on definition of liberal education (five options given) • 2 questions on coverage of FYE information • 1 question on responsibility for education (ranking) • 1 question on why/why not FYE (five inclusive options given) • 3 open ended questions • Positive things about the course • Negative things about the course • Improvements to freshman experience

  9. FYE Analysis Student Survey • Survey Results (p < 0.01) • FYE students reported higher rates of • Connectedness to the university • Connectedness to the instructor • Meaningful academic and social out-of-class experiences • FYE students failed to report higher rates of • Improvement in academic skills (writing, speaking, inquiry, ..) • Improvement in academic or social success • Increase in engagement • Understanding of liberal education • Retention Results • No statistical difference between 1-semester and 1-year retention rates

  10. Liberal Education Student Survey

  11. FYE Analysis Student Survey • Discussion of FYE Information (some or much) • FYE Program (60%) • Baccalaureate Goals (52%) • Portfolio Project (48%) • Degree Audit (62%) • Other Resources (69%) • Discussion of FYE Information • FYE Program (13% none, 27% little) • Baccalaureate Goals (21% none, 27% little) • Portfolio Project (28%, 24% little) • Degree Audit (15%, 23 % little) • Other Resources (12%, 19% little) Things that make you go hummm

  12. Faculty PrevFaculty NeverFaculty FYE Analysis Faculty Selection Things that make you go hummm

  13. FYE Analysis Faculty Activity Things that make you go hummm

  14. Faculty Engagement Faculty Engagement • Longitudinal Study “Intensive FYE” • ≥ 25% of student enrollment responded to the survey • ≥ 25% of student enrollment agreed or strongly agreed with: • My course helped me feel more connected to the university. • ≥ 25% of student enrollment agreed or strongly agreed with at least two of the following: • My course helped me succeed academically in my first semester. • My course helped me succeed socially in my first semester. • My mentor served as a valuable resource in my course. • 26 sections, 22 instructors, 480 students • Problems • Outcome-based • Aim – relate FYE to GPA, Retention, … • 100% of Successful Students were Successful 

  15. Faculty Engagement Definition • Faculty Engagement • Objective • Faculty Engaged with FYE Mission • Metrics • Talked about goals of Baccalaureate • Talked about goals of FYE • Meaningful academic/social out-of-class experiences • Difficulties • Anonymous Student Survey (but known sections) • Anonymous Faculty Survey (but known sections)

  16. Faculty Engagement Case Selection • Proportional Course Representation • 88 Cases for FYE • 44 Cases for Non-FYE

  17. Faculty Engagement Analysis I • Full Data Analysis (FYE vs. Non-FYE) • Independent Samples T-Test (p < 0.01) • Academic Skills • No statistical difference • Supporting Skills • Library (0.002) • Success • No statistical difference • Connectedness • Connected (0.01) • Out-of-Class Activities • Social (0.001), Academic (0.000)

  18. Faculty Engagement Analysis II • FYE Data Analysis (FYE Goals) • None vs. Much Independent Samples T-Test (p < 0.01) • Academic Skills • Curiosity (0.000), Listen (0.007) • Inquire (0.001), Think (0.002) • Supporting Skills • Library (0.003) • Success • Succeed Academically (0.006) • Succeed Socially (0.000) • Connectedness • Connected (0.000) • Relation w/Students (0.004) • Relation w/Instructor (0.000) • Out-of-class Activities • Meaningful Social Activities (0.001) • Meaningful Academic Activities (0.000)

  19. Faculty Engagement Analysis III • FYE Data Analysis (Baccalaureate Goals) • None vs. Much Independent Samples T-Test (p < 0.01) • Academic Skills • Listen (0.001) • Supporting Skills • Time Management (0.005) • Success • Succeed Socially (0.003) • Connectedness • No statistical difference • Out-of-class Activities • Meaningful Social Activities (0.009) • Meaningful Academic Activities (0.003)

  20. Faculty Engagement Analysis IV • FYE Data Analysis (Social Activity) • Agree or Strongly Agree Independent Samples T-Test (p < 0.01) • Academic Skills • Curiosity(0.001), Reading (0.000) • Speaking(0.002),Listening (0.000) • Inquiry(0.000), Thinking (0.001) • Analyzing (0.000) • Supporting Skills • Library (0.003) • Time Management (0.000) • Success • Succeed Socially (0.000) • Succeed Academically (0.000) • Connectedness • Connected (0.000) • Relationship w/Students (0.000) • Relationship w/Instructor (0.000)

  21. Faculty Engagement Analysis V • FYE Data Analysis (Academic Activity) • Agree or Strongly Agree Independent Samples T-Test (p < 0.01) • Academic Skills • No statistical difference • Supporting Skills • No statistical difference • Success • No statistical difference • Connectedness • Connected (0.002) • Relationship w/Students (0.000) • Out-of-class Activities • Meaningful Social Activities (0.000)

  22. Reflections Tentative • Intentionality Matters • FYE Director needs selection authority • Social Engagement Works • Most significant single factor • Leaps of Faith • Student self reports correlated with reality • Recollection of faculty activity • Opinion of impact • Faculty engagement correlated with compliance • “I ask the students to reflect on _____ rather than me just talk about it.” • Sample size reliability • Not bad, but not great

  23. Select Comments Put me in a honors program, I’m smarter than most others in all my classes. I think that the university could improve this program by finding teachers that truly want to take on this position. Your FYE class should truly be a class that you not only learn educationally in, but also emotionally and socially. I feel like the teacher should earnestly try to instill this growth within their students and help them to achieve success within the university. Make sure the teacher wants to be teaching a FYE class. My professor seemed to have no interest in teaching a FYE class, so we never did outside of class that FYE classes were supposed to do. FYE was pretty useless. It felt no different from a regular class. Get rid of it. Well, in this class we didn't do as much of the typical "FYE" activities and the only time that I actually saw our mentor was the first meeting with the class before classes started - and I didn't miss a class. You ask if I developed a social relationship with students. My job isn't to develop a social relationship with them. Rather, it is to develop a positive, influential, mentoring role with my students. I do not take class time for any of the FYE goals that I do not already strive for in my English 110 class. There is too much content in courses from our department to meet FYE expectations The course content is what is important. This should be the principal focus of any course whether it is FYE or not

  24. Thank you! Questions

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