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Assessing Student Engagement in the Classroom: Pilot Studies of an Instrument for Studying Student Engagement and Its Determinants in Higher Education
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| Presenter(s):
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| Rick Axelson, University of Iowa, rick-axelson@uiowa.edu
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| Arend Flick, Norco College, arend.flick@rcc.edu
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| Abstract:
Student engagement is widely regarded as an essential condition for student learning. And, thanks to the availability of instruments like the National Survey of Student Engagement (NSSE) and the College Student Experiences Questionnaire (CSEQ), many institutions have undertaken studies to assess their students’ level of involvement in effective learning behaviors and practices. Although such research provides useful benchmarks regarding the prevalence of engagement, it generally does not provide the detailed diagnostic information instructors need to make courses more engaging for their students. To fill this gap, we are developing and testing a classroom-focused engagement survey instrument to be administered to students. The survey items are designed to assess student’s cognitive, affective, and behavioral engagement as well as aspects of the class that are inhibiting and enhancing these components of engagement. In this session, we will discuss results from pilot studies conducted to test the instrument’s usefulness.
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End of Course Evaluations: Enhancing the Curriculum Evaluation Process Through Faculty Feedback
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| Presenter(s):
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| Katherine Shaw, Westwood College, katherineshaw@yahoo.com
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| Abstract:
Typical end of course evaluations provide students the opportunity to reflect on the design of their course and effectiveness of their faculty. The evaluations are often one of many criteria in continuous improvement efforts. For the purposes of informing decision making, the addition of a formal faculty feedback process further enhances the review and evaluation of courses. Although students are told that course activities should contribute to the desired learning outcomes, it is the faculty who has a better understanding of the relationships between curriculum features and the desired outcomes. The Westwood College End of Course Evaluation Form for Faculty was developed to fill an indentified gap in the program evaluation process. Aspects of courses are standardized across Westwood’s 18 campuses, which presents unique challenges as well as advantages when conducting curriculum and program review. The broad benefits of developing online end of course evaluation forms for faculty are discussed.
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Organizational Readiness for Outcomes Assessment in Higher Education
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| Presenter(s):
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| Yukiko Watanabe, University of Hawaii, Manoa, yukikow@hawaii.edu
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| Abstract:
Accreditation in higher education advocate that student learning outcomes assessment should be part and parcel of organizational structure and regular function, yet culture of assessment use and leanring is rare (Banta, 2002). This paper presents the results of a multiple case study that explores organizational readiness factors (e.g., infrastructure for assessment and decision-making, preconceived notions of assessment, etc.) that enhance or hinder engagement in outcomes assessment at college programs. Organizational factors were elicited via assessment capacity and perception survey, assessment planning meetings, and interviews with the chairs/directors. Findings indicate that pro-active leadership, history of and mechanism for collaboration across faculty level and domain-boundaries, and intellectual connectedness with assessment impact the way faculty engage in assessment.
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