Extracting Sensitive Information Via Audience Response Systems

1. Extracting Sensitive Information Via Audience Response Systems Keith H. Whitworth, Ph.D.Texas Christian University Texas Faculty Development Network Conference June 2010

2. Overview • Introductory Exercise • Pedagogical Foundation • Classroom Examples & Discussion • Case Study • Conclusion

3. Introductory Exercise • Successful presentations- Rule 1 – Know your audience!“If you know the enemy and know yourself, you neednot fear the results of a hundreds battles."Sun-Tzu • How well do we know our students?

4. Introductory Exercise • How well do I know my audience today? • Professors/instructors? • Staff/administrators? • Four-year/two-year universities • Private/state/for-profit universities • Conservative/liberal • Voluntary/involuntary

5. Introductory Exercise • Group Exercise (4 persons per group) • What is your family income? • What is your political party affiliation? • Have you experimented with illegal drugs? • Are you in favor of legalized abortion?

6. Introductory Exercise

7. Pedagogical Foundation • Early results – Harvard, U Mass, & Ohio State(Abrahamson, 1995, 1999, 2000) • Understood subject better • Came to class better prepared • Paid more attention in class • Enjoyed course more

8. Pedagogical Foundation • Recent reviews of literature - Caldwell, 2007; Fies & Marshall, 2006; Judson & Sawada, 2002) provide a generally positive picture of the technology’s impact on the classroom

9. Pedagogical Foundation • SRSsare effectively used as pre- instruction assessments (pretests or checks on homework or readings), surveys of knowledge or opinions, formative and low-stakes assessments, comprehension checks during lectures, assessments to launch or stimulate discussions, and quizzes and tests.Dangel, H. L., & Wang, C. X. (2008). Student response systems in higher education: Moving beyond linear teaching and surface learning. Journal of Educational Technology Development and Exchange. (1): 1, 93-104.

10. Classroom Examples/Discussion • U.S. Social Stratification/SES • Upper Class – 5% - > $250,000 • Upper Middle Class – 15% - $150,000 - $249,000 • Lower Middle Class – 33% - $50,000 - $149,000 • Working Class – 30% - <$50,000 • Lower Class – 14% - *<25,000 * Based on family size and FPL (Family of 4 - $22,050 – 2009 HHS Guidelines)

11. Classroom Examples/Discussion • U.S. Social Stratification/SESSES – Income, educational attainment, occupational prestige, and neighborhood • How does understanding students’ SES benefit an instructor?

12. Classroom Examples/Discussion • Religious Background/Views Which of the following religions do you identify with? • Christianity • Buddhism • Judaism • Hinduism • Muslim • Other • None

13. Classroom Examples/Discussion • Religious Background/Views • Denominational affiliation • Belief in heaven and/or hell • Belief in efficacy of prayer • Church/mosque/synagogue attendance • Inerrancy of Bible

14. Classroom Examples/Discussion • Political Affiliation • Republican • Democrat • Independent • Don’t know How does understanding students’ political affiliation benefit an instructor?

15. Classroom Examples/Discussion • Family Divorced • Yes • No Single Parent Cohabitation • Yes A. Yes • No B. No

16. Classroom Examples/Discussion • Deviance and Conformity Experimented with an illegal drug / arrested • Yes • No Engaged in academic dishonesty in high school /college • Yes • No

17. Case Study • Be Our Guest: Perfecting the art of customer service“When we say that guestology is the science of knowing and understanding customers, we are also defining the two major kinds of information developed by guest research. These are demographic and pyschographic.”

18. Case Study • Demographics – reveals who guests/customers/students are and where they come from • Pychographics – understand students’ mental states • Needs • Wants • Stereotypes • Emotions

19. Case Study • Psychographics Needs – What do students need when they come to the classroom? • Prerequisite for course • University specific credit • Major/minor elective and/or requirement • Elective • Other

20. Case Study • Psychographics Wants– Less obvious and suggests students’ deeper purposes. • Apply course content to my personal life • General knowledge and understanding of subject • “A” in the course • Assist with career objectives • Other

21. Case Study • Psychographics Stereotypes– preconceived notion that students have of you and course • Easy course • Tricky exams • Difficult course • Boring lecturer • Instructor too busy • Interesting lecturer • Great jokes • Corny jokes • Bad jokes • Other

22. Case Study • Psychographics Emotions– Feelings students experience throughout their contact with you and your course • Anxious about grade(s) • Anxious about exams • Excited about course • Anxious about level of difficulty • Frustrated with pace of course • Confident about future success in course

23. Case Study • Demographics – reveals who guests/customers/students are and where they come from • Pychographics – understand students’ mental states • Needs • Wants • Stereotypes • Emotions

24. Conclusion • ARS Pros • Understand audience • Immediate feedback • Group feedback • Levity/humor • Anonymous • Customizable – follow-up questions in verbal mode • Repeatable • Relevant to subject matter

25. Conclusion • ARS Cons • Validity and reliability of questions • Open results require thick skin (i.e., fair exam) • Offensive questions (i.e., premarital sex) • Availability / training requirements • Survey construction / limited question pool • Follow-up to responses (anxiety about exams)

26. Questions