Thinking Matters Symposium April 27, 2012 Jordan Anderson Department of Communication and Media Studies University of Southern Maine Mentor: Lenny Shedletsky Department of Communication and Media Studies University of Southern Maine

Abstract Title: “Some Variables that Affect Students Speaking up in Small Group Discussions” (1) Observe: Peers Myself (2) Examine: Internal and External Motivating and Preventing

Abstract (3) Review: Scholarly literature on discussion (4) Discover: 2 key preventing variables 4 key motivating variables

Introduction & Background Why the concern for discussion? Personal academic history Discussion is key for learning What facilitates good discussion? Safety Authentic Participation (Hale & City 2006)

Question What are the key variables affect student participation in small group classroom discussions? Methods (1) Participant Observation Participation & facilitation in small group discussion 13-week observation & personal reflection (2) Review of Literature

Results Variables Preventing Participation (1) Inexperienced in Discussion Experienced = High participation Inexperienced = Low participation (2) Lack of Confidence Self-presentation Peer-to-peer interaction (Rocca 2010; Stoeckli 2010; Yu 2009)

Results Variables Motivating Participation (1) Course Structure Required participation Discussion vs. Lecture (2) Classroom Environment Student-centered classes Professor’s attitude Student/professor relations (Dallimore, Hertenstein, & Platt 2004; Bryson & Hand 2007; Rocca 2010)

Results Variables Motivating Participation (3) Outside Preparation Prepared = Engaged Unprepared = Evasive (4) Time Semester-long process Amount of discussion time (Rocca 2010; Yu 2009)

Conclusions (1) Discussion and classroom participation are parts of the ongoing learning process. (2) There are variables internal and external to the classroom and individual students to account for when gauging participation.

Next Steps (1) Overcome variables that prevent students from participating. (2) Implement variables that motivate students to participate, for discussion is a pivotal learning method.

Acknowledgements I would like to thank Lenny Shedletsky for providing continued support, encouragement, and guidance throughout my undergraduate career. I would also like to thank my fellow Communication classmates for allowing me to conduct my research and for their active engagement in our collective learning. Finally, I would like to thank the University of Southern Maine and Thinking Matters for this opportunity to share my work with other scholars.

References Bryson, C. & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), doi: / Dallimore, E. J, Hertenstein J. H., & Platt, M. B. (2004). Classroom Participation and Discussion Effectiveness: Student- Generated Strategies. Communication Education, 53(1), doi:10.10/ Hale, M. S. & City, E. A. (2006). The Teachers Guide to Learning Student-Centered Discussions: Talking About Texts in the Classroom. Thousand Oaks, CA: Corwin Press. Rocca, K. A. (2010). Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review. Communication Education, 59(2), p doi: / Stoeckli, G. (2010). The Role of Individual and Social Factors in Classroom Loneliness. The Journal of Educational Research, 103(1), doi: / Yu, S. W. (2009). The Impact of Online Discussion on Face-to-Face Discussion and Academic Achievement. American Secondary Education, 37(2), Retrieved from Academic Search Complete.