enhancing students sense of responsibility in learning by a weekly reflection activity
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Enhancing students’ sense of responsibility in learning by a weekly reflection activity. Problem. Many Furman students believe that a meaningful and successful learning experience depends solely on the instructor. Why shouldn’t they think this way? End of the course evaluation form

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Presentation Transcript
problem
Problem
  • Many Furman students believe that a meaningful and successful learning experience depends solely on the instructor.
  • Why shouldn’t they think this way?
    • End of the course evaluation form
  • Therefore, they don’t always realize that they are responsible for the success of their learning experience.
    • They think studying and memorizing course content is being responsible.
problem on the side
Problem (on the side)
  • Some faculty members use these evaluation forms as their guides for course design and to allocate their teaching efforts, for lack of a better course evaluation form.
goals
Goals
  • An activity to enhance students’ sense of responsibility in learning
  • An evaluation form that is useful for course design
hypothesis
Hypothesis
  • Students who are engaged in the “sense of responsibility in learning” enhancing activity will master each lecture topic with greater confidence.
method
Method
  • Two sections: one experimental group and one control group
  • Activity: Students are asked to reflect, not to study, what they have learned on a weekly basis, then answer these two questions:

(1) I wish my teacher had spent _______ more minutes on _______ (topic/concept).

(2) I think I can be responsible for learning ________ (topic/concept), which is _____ minutes (ideally the same # as Q1) worth of materials, on my own.

  • They e-mail the answers to their instructor before Monday lecture.
method1
Method
  • We all know that any task with no points attached or no response provided, students won’t do it. Therefore…
  • On Monday, or the first lecture of the week, the instructor will give a practice question on the topic/concept students identified as “needing help”.
  • Also give this question to the students in the control group.
  • Difference between these groups: one asks for help and one is given help.
method2
Method
  • Assessment
    • Identify 10-15 key concepts I want my students to take away with.
    • “How confident am I if I were to explain this concept to a high school senior/a first year college student/a biology major?”
    • And other questions
expected outcomes
Expected outcomes
  • Students who reflect more frequently will be more confident in the subject matter.
  • Instructors can use the results of the assessment for future course design.
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