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Faculty and Student-Driven SoTL Focused on Institutional Needs · !!Lilly presentation...
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1 Faculty and Student-Driven SoTL Focused on Institutional Needs Dr. Karen Hornsby Dr. Scott Simkins Rebecca Geiger Shannell Chappell North Carolina A&T State University Lilly Conference on College Teaching February 21, 2009 | Greensboro, NC Institutional Question How can North Carolina A&T State University improve the retention and graduation rates of its students? 2
Transcript of Faculty and Student-Driven SoTL Focused on Institutional Needs · !!Lilly presentation...
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Faculty and Student-Driven SoTL
Focused on Institutional Needs
Dr. Karen Hornsby
Dr. Scott Simkins
Rebecca Geiger Shannell Chappell
North Carolina A&T State University
Lilly Conference on College Teaching
February 21, 2009 | Greensboro, NC
Institutional Question
How can North Carolina A&T
State University improve the
retention and graduation rates
of its students?
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SoTL Research Question
How can an educational institution
effectively gather and use data to
improve student learning?
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Previous Use of Institutional Data
!! IR Office as recorders and reporters
!!Ad hoc gathering of data, driven by UNC System demands
NSSE - 2003
FSSE - 2005
UNC Freshman, Sophomore, and Senior Surveys
!!Result: Data publicly available but largely unused
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Intentional Data Gathering/Analysis
!! Intentional focus on learning
!!Academy for Teaching and Learning as catalyst
!!CASTL Institutional Leadership Program Team [faculty+students]
!!Wabash/Provost Scholars [students]
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The SoTL Process
!!Starting with a question
What do we know about the learning of our students and the learning environment at NC A&T?
!!Gathering data
Wabash National Study of Liberal Arts Outcomes
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The SoTL Process
!! Interpreting the data
CASTL and Wabash/Provost Scholars developing “institutional narrative” / focus groups
!!Going public
Sharing the data with students, faculty, administrators, staff – “Does this make sense to you?”
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What are we Learning?
Wabash Results
!! Institutional Narrative – Aspirational Gap
!! Low performance on critical thinking, writing, and moral reasoning… with only small gains during freshman year
!! Our freshman students spend little time studying (60% report < 10 hours/week)
!! Students experience challenging courses but… also report problems with teaching practices
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Digging Deeper
Wabash Provost Scholars
!! Focus Group Training
!! Institutional Review Board (IRB) Training
!! Focus Group Sessions
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Focus Groups: Process
What’s Involved?
!! Generating Questions
!! Scheduling Sessions
!! Publicizing Sessions
!! Gathering “data”
!! Summarizing data
!! Analyzing data – Bb Wiki Tool
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Focus Groups: Challenges
!! Learning Curve
!! Participant Attendance
!! Scholar interest / Load sharing
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What are we Learning?
Focus Groups
!! Wabash/Provost Scholar Perspective
!! Participants’ Responses
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Next Steps
!!Lilly presentation (Today)
!!Making sense of focus group data (March)
!!Presentation to Provost (April)
!!Summary report (May)
!!Fall:
"! Deans’ Meeting
"! Campus publications
"! Student groups
"! CASTL/ISSOTL meeting (Indiana)
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What Next?
!! Implementing Change
Using Wabash data to promote changes in departmental curricula, pedagogical practices, and academic support
What do the data mean for departments?
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Institutional Commitment (?)
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Take-aways
#! Start with “What do we know?”
#! Need for quantitative + qualitative data
#! Student and faculty involvement (Wabash/Provost Scholars + CASTL team)
#! Holistic assessment (Wabash vs. CLA, MAPP, CAAP) – institutional narrative
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Take-aways
#! Going public (sharing results with students, faculty, administrators, staff)
#! General results but local action (depts., courses, classrooms)
#! Intentionality – focus on learning
#! Continuing assessment – new questions
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