Diverse Use of Surveys Contribute to Understanding Students and Improving Courses

1. Diverse Use of Surveys Contribute to Understanding Students and Improving Courses Leo F. Denton and Dawn McKinney http://www.cis.usouthal.edu/~mckinney/FIE2005.ppt

2. Diverse Use of Surveys • Rationale for using surveys • Factors measured • Findings • The instruments • Professional practices • Tips School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

3. Use of Surveys • Understanding students • Educational research • Improvement of courses • Evaluation of student performance • Student self-reflection • Quantitative measures of affective development • Correlation between affective development and cognitive achievement School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

4. American Association for Higher Education’s Support for Affective Assessment Learning “involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.” Nine Principles of Good Practice for Assessing Student Learning (2003) School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

5. Obstacles to achievement/retention • Non-sustained student interest • Inadequate faculty and peer support • Attraction of other disciplines • Difficulty of discipline • Class sizes • Inadequate prior knowledge • Intimidating atmosphere • Personal problems School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

6. Affective Factors Measured • Competence and lack of pressure • (2) Value and interest • (3) Effort • (4) Student-peer belonging • (5) Student-faculty belonging School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

7. FindingsAffective Factors • Student interest, belonging, effort, lack of pressure, perceived competence, and value correlate with course grade • These factors often decrease during the course of the semester School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

8. FindingsObjectives • Sections using systematic affective objectives and strategies have higher levels of affective factors and higher course completion rates • Affective factors impact all students including women and minorities School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

9. FindingsInternalization • The internalization of professional practices can be accomplished in introductory courses and correlates with higher course grades School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

10. Assessment Instruments • Quantitative • Intrinsic Motivation Inventory (IMI) • Institutional Integration Scale • Anderson-Butcher Belonging Scale • Qualitative • Peer Evaluations • BAM chart School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

11. Sample Items School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

12. National Association of Colleges and Employers’ Top-10 characteristics most wanted in college graduates • Communication skills • Honesty/integrity • Teamwork skills • Interpersonal skills • Motivation/initiative • Strong work ethic • Analytical skills • Flexibility/adaptability • Computer skills • Organizational skills School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

13. Sample peer evaluations data School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

14. BAM Chart School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

15. Leo F. Denton, Dawn McKinney, and Michael V. Doran. Integrated Use of Bloom and Maslow for Instructional Success in Technical and Scientific Fields, ASEE, Montreal, Canada (2002). Leo F. Denton, Dawn McKinney, and Michael V. Doran.Promoting Student Achievement with Integrated Affective Objectives, ASEE, Nashville, Tennessee, USA (2003). Dawn McKinney and Leo F. Denton. Houston, we have a problem: there’s a leak in the CS1 affective oxygen tank, SISCSE, Norfolk, VA, March 2004. Dawn McKinney, Julie Froeseth, Jason Robertson, Leo F. Denton, and David Ensminger. Agile CS1 Labs: eXtreme Programming Practices in an Introductory Programming Course, XPAU 2004, Calgary, Canada, August 15-18, 2004. School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

16. Leo F. Denton and Dawn McKinney. Affective Factors and Student Achievement: A Quantitative and Qualitative Study, FIE, Savannah, GA (2004). Dawn McKinney and Leo F. Denton. Affective Assessment of Team Skills in Agile CS1 Labs: The Good, the Bad, and the Ugly, SISCSE, St. Louis, MO February 23-27, 2005. Leo F. Denton, Dawn McKinney, and Michael V. Doran. A Melding of Educational Strategies to Enhance the Introductory Programming Course, FIE, Indianapolis, IN (2005). http://www.cis.usouthal.edu/~mckinney/affective_papers.htm School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

17. Tips • Choose factors • Specific activities • Student benefits • Thoughtful responses • Specific belonging • Idealism & burnout School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688

18. Leo F. Denton ldenton@usouthal.edu Dawn McKinney dmckinney@usouthal.edu http://www.cis.usouthal.edu/~mckinney/FIE2005Panel.ppt School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688