ERIC Number: ED255112
Record Type: RIE
Publication Date: 1985-Apr-4
Reference Count: 0
Quantitative Assessments of Student Differences: A Faculty Development Approach for Teachers of Large Classes.
Wright, Delivee L.; Bond, Steven C.
A faculty development process was developed to inform faculty about the diversity of characteristics among students in large classes at a large, land-grant institution. Data were collected on 4,300 students enrolled in 33 sections of large introductory-level classes taught by 26 faculty. A total of 149 study variables were considered based on university records, student attitudes and behavior pertinent to a particular class, and student achievement as indicated by course grade. Faculty members received descriptive information about students, the study variables, and student attitudes and behavior and were invited to meet with an instructional consultant to review the data and discuss instructional alternatives. A followup, self-report assessment was conducted 1 year later to determine the extent to which faculty attitudes and behaviors changed. It was found that empirical research data provided to faculty about their own classes could be useful for increasing awareness of factors contributing to student achievement. However, data provided to faculty without consultation about student achievement had little effect in producing changed teaching behavior. Finally, data presented in a consultive mode was more effective in changing attitudes or behaviors than that presented in a computer printout format. Five references are listed. (SW)
Descriptors: Academic Achievement, Class Size, College Faculty, College Instruction, Consultation Programs, Faculty Development, Higher Education, Information Needs, Instructional Improvement, Introductory Courses, Land Grant Universities, Large Group Instruction, Student Attitudes, Student Characteristics, Teacher Attitudes, Teacher Effectiveness
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association, Division J (69th, Chicago, IL, March 31-April 4, 1985). This study was made possible by a Kelly II Grant from the University Foundation, Lincoln, Nebraska.