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Assessment of Student Personality Factors to Influence Student Attitudes Toward Group Experiences
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| Presenter(s):
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| Christine Perakslis, Johnson & Wales University, cperakslis@jwu.edu
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| Stacey Kite, Johnson & Wales University, skite@jwu.edu
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| Abstract:
The purpose of this study was to investigate differences between and among personality factors relative to levels of urgency and student attitudes toward group experiences
Previous studies primarily used the Myers Brigg Type Indicator (MBTI) or the Big Five Personality Factor Inventory (Big Five) (Halfhill et al., 2005). In contrast, this study used a behavioral (personality) assessment known as the Predictive Index (P.I.), not previously used to investigate student attitudes. In this study, the intensity of attitude (agreement) was reported by personality factors relative to levels of urgency for the following dimensions: 1.) benefits of interpersonal interactions; 2.) value that other students bring to group experiences; 3.) trustworthy attributes identified in other students during group experiences and; 4.) benefits of group experiences. Two individual items were utilized to investigate the differences between and among personality factors and student attitudes about: group experiences, in general, and the value of group experiences.
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Assessing Student Engagement at the Course Level
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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@norcocollege.edu
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| Marc Pizzimenti, University of Iowa, marc-pizzimenti@uiowa.edu
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| Tina Taylor-Ritzler, Dominican University, tritzler@dom.edu
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| Abstract:
For many instructors, an understanding of how to engage their students more productively in learning activities is an ongoing and fundamental challenge. Although there are many survey instruments for studying the prevalence of engagement, they generally do not provide the detailed diagnostic information instructors need to make courses more engaging for their students. To fill this gap, we have been developing and testing a course-level engagement survey instrument that can be administered to students. The survey items are designed to assess student's cognitive, affective, and behavioral engagement as well as aspects of the course that are enhancing or inhibiting these components of engagement. In this session, we will discuss survey results from courses at three institutions (University of Iowa's Medical School, Norco College, and Dominican University) where the instrument has been tested.
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Evaluating the Impact of Service Engagement at Higher Education Institutions: The Process of Creating, Measuring, and Sustaining
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| Presenter(s):
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| Courtney Brown, Indiana University, courtbrown@yahoo.com
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| Abstract:
This presentation provides an evaluation created and implemented across a representative sample of higher education institutions in the Midwest developing service engagement initiatives. More specifically the evaluation developed was to measure the effects of community engagement, service activities, service-learning courses and volunteer opportunities on students enrolled in a given institution. This presentation will discuss the roadblocks to evaluating such initiatives, provide the process for developing a survey instrument across a wide variety of stakeholders (and opinions), provide the survey instrument created, and examine the challenges for sustaining the evaluation measures set in place. This tool and evaluation process will be valuable to evaluators as they set out to work with higher education institutions who are interested in measuring the impacts of service engagement initiatives.
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