Faculty Learning Communities: Student Learning Survey Results

Respondents were 50 current and recent members of Faculty Learning Communities.



1. The degree to which student learning changed as a result of FLC participation.
0
Students learned less
1
No change in their learning
2
Learned more to a small degree
3
Learned more to a medium degree
4
Learned more to a great degree

% X Item
94 3.0 Ability to apply principles and generalizations already learned to new problems and situations
98 2.7 Analytic skills
100 2.8 Problem-solving skills
100 2.7 Ability to draw reasonable inferences from observations
98 3.1 Ability to synthesize and integrate information and ideas
96 3.1 Ability to think holistically: to see the whole as well as the parts
96 2.9 Ability to think creatively
94 3.0 Ability to ask good questions
94 2.3 Improved writing skills
100 2.3 Develop appropriate study skills, strategies, and habits
98 1.8 Learn terms and facts
100 2.7 Learn concepts and theories
96 2.7 Skill in using materials and tools central to course or discipline
98 2.2 Skill in using technology
92 2.8 Learn to understand perspectives and values of a course or discipline
98 2.8 Learn techniques and methods used to gain new knowledge
94 2.6 Learn to evaluate methods and materials in a course or discipline
96 3.0 Develop an openness to new ideas
98 2.4 Develop an informed concern about contemporary social issues
96 2.2 Develop a commitment to exercise the rights and responsibilities of citizenship
94 2.5 Develop a multidisciplinary perspective
94 2.7 Develop a lifelong love of learning
96 2.3 Develop aesthetic appreciations in a course or discipline
94 2.0 Develop an informed historical perspective
92 2.2 Develop an informed appreciation of other cultures
92 2.5 Develop capacity to make informed ethical choices
96 3.2 Develop ability to work productively with others
86 1.4 Utilize internship experiences
92 2.7 Develop respect for others
92 3.0 Develop capacity to think for oneself
84 2.6 An increased rate of intellectual development (e.g. Perry, Belenky, Baxter Magolda, et al)
2 4 Other: Out of course content
2 4 Other: Presentation techniques
2 4 Other: Out of course content
2 4 Other: Academic and job advising
2 4 Other: Panel discussion
2 4 Other: Development of teaching and learning materials



2. How do you know student learning changed as a result of your participation in an FLC?
% Item
58 Your successful achievement of new/more learning objectives
62 More successful achievement of your existing learning objectives
24 Better performance on tests
52 Better papers or other writing assignments
84 Better class discussion/engagement
68 Better classroom atmosphere/ambiance
26 Better attendance
50 Students more motivated
64 Students more interested
26 Increased student use of evidence in arguments (e.g. references)
54 Student evaluation comments
22 Student evaluation numbers
50 Student notes, letters, comments Student journal entries
28 Student responses to classroom assessment techniques (Angelo & Cross)
20 Student journal entries
12 Small Group Instructional Diagnosis (SGID)
14 Comments from colleagues (e.g. a following course…)
4 Coverage of more (e.g. content, processes…)
48 Deeper (less surface) learning
34 Increased beneficial connections with students outside the classroom
12 Better retention (Less drops)
12 Higher final grades
4 Other: Student teamwork
4 Other: Creative thinking enhanced, and comparisons
2 Other: Application of my Project into their teaching practices
  Other: More majors



3. What processes/approaches resulted in increased learning.
0
Students learned less
1
No change in their learning
2
Learned more to a small degree
3
Learned more to a medium degree
4
Learned more to a great degree

% X Item
92 3.0 Cooperative or collaborative learning
76 2.5 Case studies
68 1.8 Student learning portfolios
92 3.1 Active learning
84 3.0 Student centered learning
88 3.1 Discussion
68 2.3 Simulation
66 1.8 Keeping journals
82 2.7 Writing
68 2.3 Problem-based learning
74 2.6 Technology
76 2.6 E-mail
60 1.5 Chat rooms
74 2.4 On-line material
76 2.5 WWW
68 1.9 PowerPoint
60 1.5 Bulletin board
66 2.6 Teaching project
62 1.7 Team teaching



4. Please check the categories of your FLC teaching project.
% Item
10 Designed a new course
76 Revised a course in other ways
34 Designed/employed technology in your course
10 Developed ways or ability to teach large classes
2 Improved a TA teaching practicum/course
36 Designing guidelines for engaging in a process (e.g. discussion)
12 Investigate and improve grading
42 Made class/curriculum more inclusive
44 Learn about and incorporate approaches to reach different learning styles
66 Investigated and tried a new teaching method/approach
48 Surveyed students to obtain information to incorporate this into your teaching
18 Applying disciplinary research methods to undergraduate teaching
8 Design or employ internship experience
14 Incorporate connections with professional opportunities
12 Prepare a manual/booklet for use in a course or program
2 Other: Incorporated ethics into accounting
2 Other: Wrote teaching article
2 Other: Incorporate mentorship program
2 Other: Research projects
2 Other: Field work project on

Now circle the number indicating the degree to which student learning changed as a result of your teaching project.
%=56
x=2.9
0
Students learned less
1
No change in their learning
2
Learned more to a small degree
3
Learned more to a medium degree
4
Learned more to a great degree



5. Circle the number in front of each item that indicates the degree of change in student learning due to a change in your attitude as a result of your FLC participation.
0
Students learned less
1
No change in their learning
2
Learned more to a small degree
3
Learned more to a medium degree
4
Learned more to a great degree

% x Item
98 3.3 Your general enthusiasm about teaching and learning
92 3.2 Your appreciation of teaching and learning as an intellectual pursuit: scholarly teaching and the scholarship of teaching
94 3.2 More reflective
88 2.9 More comfortable
90 2.8 More confidence
90 2.7 Revitalization
92 2.9 Inspiration
86 2.7 Courage to teach
2 4 Other: More connections to other faculty
2 4 Other: Write my own PBL problems
2 4 Other: Dynamic class participation
2 4 Other: Respect of regional campus teaching by Oxford faculty
2 4 Other: Introspection
2 3 Other: Capacity to reuse and to research topic of instruction
2 4 Other: Examples from industry
2 4 Other: Ability to help more non-white students

This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.