FALL 2011-SPRING 2012           CONNECT TO LEARNING              CORE STUDENT                  SURVEY:           PRELIMINA...
Overview   What is the C2L Core Student Survey?   Respondent demographics   Frequency distributions of selected items  ...
What is the C2L Core StudentSurvey?
C2L Core Student Survey   WHAT: A survey instrument intended to capture    common data across diverse C2L institutions  ...
C2L Core Student Survey Goals1.   Capture perspectives of the student     experience in courses with an ePortfolio     req...
Who took the C2L Core StudentSurvey?Respondent Demographics
Respondent Demographics   Total number of respondents: N=4,137   Number of valid responses: N≈3,317   Females (62.1%); ...
Frequency DistributionsResponses to selected survey items linkedto Integrative Learning
Level of Agreement on Selected ePortfolio             Attitudinal Items
Level of Agreement on NSSE/CSSE Outcomes
Contextualizing the C2LFindings
Faculty Feedback ScaleWhat is the relationship between facultyfeedback and the ways students value theirePortfolios?
“Faculty Feedback” Scale (α=.83)     Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1951, 56.2%), Medium (n=319,...
FACULTY FEEDBACK: Someday, I’d like to use myePortfolio to show what I’ve learned and what I cando to others, such as pote...
FACULTY FEEDBACK: Building my ePortfoliohelps me to think more deeply about the contentof this course.
FACULTY FEEDBACK: Building myePortfolio helped me to make connectionsbetween ideas.
Peer Feedback ScaleWhat is the relationship between peerfeedback and the ways students value theirePortfolios?
“Peer Feedback” Scale (α=.79)    Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1503, 43.4%), Medium (n=1213, 35...
PEER FEEDBACK: Building my ePortfoliohelps me to think more deeply about thecontent of this course.
PEER FEEDBACK: Building my ePortfoliohelped me to make connections betweenideas.
Faculty & Peer Feedback onNSSE/CSSEWhat is the relationship between facultyand peer feedback and NSSE/CSSElearning outcomes?
FACULTY FEEDBACK: Synthesizing andorganizing ideas, information, or experiences innew ways
PEER FEEDBACK: Synthesizing andorganizing ideas, information, or experiencesin new ways
FACULTY FEEDBACK: Extent to which thiscourse contributed to your understanding ofyourself
PEER FEEDBACK: Extent to which coursecontributed to your understanding of yourself
Extending ScaleWhat is the relationship between studentstaking personal ownership of theirePortfolios and faculty feedback?
“Extending” Scale (α=.88)   Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1385); Medium (n=1088); High (n=997);...
What is the relationship between“extending” and faculty feedback?
High Extending– High FacultyFeedbackLow Extending– Low FacultyFeedback
Future Directions and NextSteps• for the development of the surveyinstrument• for guiding C2L research efforts going  forw...
Next Steps: C2L Core SurveyDevelopment   What are some strategies for improving    response rate from students as well as...
Next Steps: C2L ResearchQuestions   What kind(s) of comparison group(s) would be    meaningful to explore (e.g., gender, ...
Thank you!   Jiyeon and Praveen   The C2L leadership, especially Bret, Laura,    and Judit   All of you!Please contact ...
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2012.06.25 c2 l fall spring survey v3

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  • Given the overrepresentation of community colleges, should we run the analyses separately for community college students vs. senior students?Think about other ways of analyzing
  • Social pedagogySeparate peers vs. instructors
  • Social pedagogySeparate peers vs. instructors
  • Reflection as Integrative
  • Who are the students in the high extending – high faculty feedback group? What courses, what faculty?
  • Looking at the instructor variables, this was the one item that seemed to reveal some differences in ePortfolio practices – this is an area where we could work on refining our survey items
  • How can we contextualize our findings – NSSE?
  • 2012.06.25 c2 l fall spring survey v3

    1. 1. FALL 2011-SPRING 2012 CONNECT TO LEARNING CORE STUDENT SURVEY: PRELIMINARY FINDINGS Helen L. Chen, C2L Senior Scholar,July 14, 2012 hlchen@stanford.edu
    2. 2. Overview What is the C2L Core Student Survey? Respondent demographics Frequency distributions of selected items related to attitudes towards ePortfolios and NSSE/CSSE Feedback scales – Faculty and Peers “Extending” scale Implications and Future Directions
    3. 3. What is the C2L Core StudentSurvey?
    4. 4. C2L Core Student Survey WHAT: A survey instrument intended to capture common data across diverse C2L institutions WHO: Students in ePortfolio courses and their instructors WHERE: Administered online and f2f at 14 C2L campuses representing a range of institutional The C2L Core Survey was types, students, and disciplines informed by similar surveys used WHEN: First piloted in in the C2L network and also Fall 2011 and again includes outcomes items from in Spring 2012 NSSE/CSSE’s benchmarks for effective educational practice.
    5. 5. C2L Core Student Survey Goals1. Capture perspectives of the student experience in courses with an ePortfolio requirement or assignment – evidence of ePortfolio impact2. Ensure student voices are informing and represented in the C2L developmental model3. Build a common data set across C2L campuses and explore new analyses beyond descriptive findings about
    6. 6. Who took the C2L Core StudentSurvey?Respondent Demographics
    7. 7. Respondent Demographics Total number of respondents: N=4,137 Number of valid responses: N≈3,317 Females (62.1%); Males (37.9%) Community college students (69.1%) Senior college/university students (30.9%) Full-time (83.9%); Part-time (16.1%) 18-23 y.o. (63%), 24-29 y.o. (19.2%), 30+ (17.8%) 32 course types (top 3: Health, Liberal Arts, English)
    8. 8. Frequency DistributionsResponses to selected survey items linkedto Integrative Learning
    9. 9. Level of Agreement on Selected ePortfolio Attitudinal Items
    10. 10. Level of Agreement on NSSE/CSSE Outcomes
    11. 11. Contextualizing the C2LFindings
    12. 12. Faculty Feedback ScaleWhat is the relationship between facultyfeedback and the ways students value theirePortfolios?
    13. 13. “Faculty Feedback” Scale (α=.83) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1951, 56.2%), Medium (n=319, 9.2%), High (n=1200, 34.6%); N=3470 My instructor provided useful feedback on my ePortfolio. I know that my instructor looked at my ePortfolio. My instructor(s) discussed the ways ePortfolio helps students to learn.
    14. 14. FACULTY FEEDBACK: Someday, I’d like to use myePortfolio to show what I’ve learned and what I cando to others, such as potential employers orprofessors at another college.
    15. 15. FACULTY FEEDBACK: Building my ePortfoliohelps me to think more deeply about the contentof this course.
    16. 16. FACULTY FEEDBACK: Building myePortfolio helped me to make connectionsbetween ideas.
    17. 17. Peer Feedback ScaleWhat is the relationship between peerfeedback and the ways students value theirePortfolios?
    18. 18. “Peer Feedback” Scale (α=.79) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1503, 43.4%), Medium (n=1213, 35.0%), High (n=751, 21.7%); N=3467) My peers/classmates provided useful feedback on my ePortfolio. I know my peers/classmates looked at my ePortfolio.
    19. 19. PEER FEEDBACK: Building my ePortfoliohelps me to think more deeply about thecontent of this course.
    20. 20. PEER FEEDBACK: Building my ePortfoliohelped me to make connections betweenideas.
    21. 21. Faculty & Peer Feedback onNSSE/CSSEWhat is the relationship between facultyand peer feedback and NSSE/CSSElearning outcomes?
    22. 22. FACULTY FEEDBACK: Synthesizing andorganizing ideas, information, or experiences innew ways
    23. 23. PEER FEEDBACK: Synthesizing andorganizing ideas, information, or experiencesin new ways
    24. 24. FACULTY FEEDBACK: Extent to which thiscourse contributed to your understanding ofyourself
    25. 25. PEER FEEDBACK: Extent to which coursecontributed to your understanding of yourself
    26. 26. Extending ScaleWhat is the relationship between studentstaking personal ownership of theirePortfolios and faculty feedback?
    27. 27. “Extending” Scale (α=.88) Range: Strongly Disagree (1) to Strongly Agree (4)Low (n=1385); Medium (n=1088); High (n=997); N=3470 I went beyond what was required for the course (for example, creating extra pages or posting my own links, text or photos). I included information or experience from other courses I am taking or have taken. I included school activities or experiences outside of the classroom (for example, clubs, sports, internships, study abroad, etc.) I included information or experiences from other areas of my life (for example, volunteering, work, friends, family, community).
    28. 28. What is the relationship between“extending” and faculty feedback?
    29. 29. High Extending– High FacultyFeedbackLow Extending– Low FacultyFeedback
    30. 30. Future Directions and NextSteps• for the development of the surveyinstrument• for guiding C2L research efforts going forward
    31. 31. Next Steps: C2L Core SurveyDevelopment What are some strategies for improving response rate from students as well as instructors? How representative is the C2L sample? How generalizable are our findings? Are we asking the right questions? Are there additional questions we should be asking of students and/or instructors? How can we refine our list of course types/disciplines into meaningful categories?
    32. 32. Next Steps: C2L ResearchQuestions What kind(s) of comparison group(s) would be meaningful to explore (e.g., gender, institutional type, etc.)? How can we contextualize our findings? How do student perceptions of ePortfolio practices differ across disciplines? How can we continue to explore and more deeply understand the relationships among student engagement, integrative learning, social pedagogy? What is the value of the C2L core student survey as an instrument for individual schools & the
    33. 33. Thank you! Jiyeon and Praveen The C2L leadership, especially Bret, Laura, and Judit All of you!Please contact me if you have any questions or would be interested in collaborating on the C2L core survey research efforts going forward! Helen L. Chen hlchen@stanford.edu

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