1. FALL 2011-SPRING 2012 CONNECT TO LEARNINGCORE STUDENTSURVEY: PRELIMINARY FINDINGSHelen L. Chen, C2L Senior Scholar,July 14, 2012 hlchen@stanford.edu

2. Overview What is the C2L Core Student Survey? Respondent demographics Frequency distributions of selected itemsrelated to attitudes towards ePortfolios andNSSE/CSSE Feedback scales Faculty and Peers Extending scale Implications and Future Directions 3. What is the C2L Core StudentSurvey? 4. C2L Core Student Survey WHAT: A survey instrument intended to capturecommon data across diverse C2L institutions WHO: Students in ePortfolio courses and theirinstructors WHERE: Administered online and f2f at 14 C2Lcampuses representing a range of institutional The C2L Core Survey wastypes, 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 2012NSSE/CSSEs benchmarks for effective educational practice. 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. Who took the C2L Core StudentSurvey?Respondent Demographics 7. Respondent Demographics Total number of respondents: N=4,137 Number of valid responses: N3,317 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. Frequency DistributionsResponses to selected survey items linkedto Integrative Learning 9. Level of Agreement on Selected ePortfolio Attitudinal Items 10. Level of Agreement on NSSE/CSSE Outcomes 11. Contextualizing the C2LFindings 12. Faculty Feedback ScaleWhat is the relationship between facultyfeedback and the ways students value theirePortfolios? 13. Faculty Feedback Scale (=.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 onmy ePortfolio. I know that my instructor looked at myePortfolio. My instructor(s) discussed the waysePortfolio helps students to learn. 14. FACULTY FEEDBACK: Someday, Id like to use myePortfolio to show what Ive learned and what I cando to others, such as potential employers orprofessors at another college. 15. FACULTY FEEDBACK: Building my ePortfoliohelps me to think more deeply about the contentof this course. 16. FACULTY FEEDBACK: Building myePortfolio helped me to make connectionsbetween ideas. 17. Peer Feedback ScaleWhat is the relationship between peerfeedback and the ways students value theirePortfolios? 18. Peer Feedback Scale (=.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 usefulfeedback on my ePortfolio. I know my peers/classmates looked at myePortfolio. 19. PEER FEEDBACK: Building my ePortfoliohelps me to think more deeply about thecontent of this course. 20. PEER FEEDBACK: Building my ePortfoliohelped me to make connections betweenideas. 21. Faculty & Peer Feedback onNSSE/CSSEWhat is the relationship between facultyand peer feedback and NSSE/CSSElearning outcomes? 22. FACULTY FEEDBACK: Synthesizing andorganizing ideas, information, or experiences innew ways 23. PEER FEEDBACK: Synthesizing andorganizing ideas, information, or experiencesin new ways 24. FACULTY FEEDBACK: Extent to which thiscourse contributed to your understanding ofyourself 25. PEER FEEDBACK: Extent to which coursecontributed to your understanding of yourself 26. Extending ScaleWhat is the relationship between studentstaking personal ownership of theirePortfolios and faculty feedback? 27. Extending Scale (=.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 (forexample, creating extra pages or posting my ownlinks, text or photos). I included information or experience from othercourses I am taking or have taken. I included school activities or experiences outside ofthe classroom (for example, clubs, sports,internships, study abroad, etc.) I included information or experiences from otherareas of my life (for example, volunteering, work,friends, family, community). 28. What is the relationship betweenextending and faculty feedback? 29. High Extending High FacultyFeedbackLow Extending Low FacultyFeedback 30. Future Directions and NextSteps for the development of the surveyinstrument for guiding C2L research efforts goingforward 31. Next Steps: C2L Core SurveyDevelopment What are some strategies for improvingresponse rate from students as well asinstructors? How representative is the C2L sample? Howgeneralizable are our findings? Are we asking the right questions? Are thereadditional questions we should be asking ofstudents and/or instructors? How can we refine our list of coursetypes/disciplines into meaningful categories? 32. Next Steps: C2L ResearchQuestions What kind(s) of comparison group(s) would bemeaningful to explore (e.g., gender, institutionaltype, etc.)? How can we contextualize ourfindings? How do student perceptions of ePortfolio practicesdiffer across disciplines? How can we continue to explore and more deeplyunderstand the relationships among studentengagement, integrative learning, socialpedagogy? What is the value of the C2L core student surveyas an instrument for individual schools & the 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 goingforward! Helen L. Chen hlchen@stanford.edu