1. Diverse Use of Surveys Contribute to Understanding Students and Improving Courses Leo F. Denton and Dawn McKinney http://www.cis.usouthal.edu/~mckinney/FIE2005.ppt

2. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Diverse Use of Surveys Rationale for using surveys Factors measured Findings The instruments Professional practices Tips

3. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Use of Surveys Understanding students Educational research Improvement of courses Evaluation of student performance Student self-reflection Quantitative measures of affective development Correlation between affective development and cognitive achievement

4. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 American Association for Higher Education’s Support for Affective Assessment Learning “involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.” Nine Principles of Good Practice for Assessing Student Learning (2003)

5. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Obstacles to achievement/retention Non-sustained student interest Inadequate faculty and peer support Attraction of other disciplines Difficulty of discipline Class sizes Inadequate prior knowledge Intimidating atmosphere Personal problems

6. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Affective Factors Measured (1) Competence and lack of pressure (2) Value and interest (3) Effort (4) Student-peer belonging (5) Student-faculty belonging

7. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Findings Affective Factors Student interest, belonging, effort, lack of pressure, perceived competence, and value correlate with course grade These factors often decrease during the course of the semester

8. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Findings Objectives Sections using systematic affective objectives and strategies have higher levels of affective factors and higher course completion rates Affective factors impact all students including women and minorities

9. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Findings Internalization The internalization of professional practices can be accomplished in introductory courses and correlates with higher course grades

10. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Assessment Instruments Quantitative  Intrinsic Motivation Inventory (IMI)  Institutional Integration Scale  Anderson-Butcher Belonging Scale Qualitative  Peer Evaluations  BAM chart

11. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Sample Items FactorItem Perceived Competence Value Effort Lack of Pressure Overall Belonging Faculty Belonging Interest Peer Belonging I am satisfied with my performance in this course. I think that this course is important because it will help me obtain my goals. It is important for me to do well in this course. I have been very relaxed while programming on my laptop. I think that I have been a valued member of this class. I have been accepted by the course instructor. Learning computer language syntax has not held my attention. I have been accepted by the students in this class.

12. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 National Association of Colleges and Employers’ Top-10 characteristics most wanted in college graduates Communication skills Honesty/integrity Teamwork skills Interpersonal skills Motivation/initiative Strong work ethic Analytical skills Flexibility/adaptability Computer skills Organizational skills

13. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 The GoodThe BadThe Ugly Communication “He is good at explaining things to those who are not grasping a particular concept.” “He sometimes talks over weaker members.” “Maybe you should discuss appropriate behavior toward women with him.” Cooperation “A good quality is her positive attitude and willingness to participate and help where needed.” “Does not contribute to group discussions/eff ort noticeably or effectively.” “I think he talks out of turn, his comments are inappropriate, and he is disrespectful toward the customer.” Work Ethic “She is willing to learn and take extra steps to dig for material. I feel she is determined to do well.” “He is normally absent and when present never wants to work on the project.” “Sleeps during class, is absent a lot, doesn’t really help during lab, just kind of sits back and watches” Sample peer evaluations data

14. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 BAM Chart

15. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Leo F. Denton, Dawn McKinney, and Michael V. Doran. Integrated Use of Bloom and Maslow for Instructional Success in Technical and Scientific Fields, ASEE, Montreal, Canada (2002). Leo F. Denton, Dawn McKinney, and Michael V. Doran. Promoting Student Achievement with Integrated Affective Objectives, ASEE, Nashville, Tennessee, USA (2003). Dawn McKinney and Leo F. Denton. Houston, we have a problem: there’s a leak in the CS1 affective oxygen tank, SISCSE, Norfolk, VA, March 2004. Dawn McKinney, Julie Froeseth, Jason Robertson, Leo F. Denton, and David Ensminger. Agile CS1 Labs: eXtreme Programming Practices in an Introductory Programming Course, XPAU 2004, Calgary, Canada, August 15-18, 2004.

16. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Leo F. Denton and Dawn McKinney. Affective Factors and Student Achievement: A Quantitative and Qualitative Study, FIE, Savannah, GA (2004). Dawn McKinney and Leo F. Denton. Affective Assessment of Team Skills in Agile CS1 Labs: The Good, the Bad, and the Ugly, SISCSE, St. Louis, MO February 23-27, 2005. Leo F. Denton, Dawn McKinney, and Michael V. Doran. A Melding of Educational Strategies to Enhance the Introductory Programming Course, FIE, Indianapolis, IN (2005). http://www.cis.usouthal.edu/~mckinney/affective_papers.htm

17. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Tips Choose factors Specific activities Student benefits Thoughtful responses Specific belonging Idealism & burnout

18. FIE 2005 Indianapolis, Indiana School of Computer and Information Sciences, University of South Alabama, Mobile, AL 36688 Leo F. Denton ldenton@usouthal.edu Dawn McKinney dmckinney@usouthal.edu http://www.cis.usouthal.edu/~mckinney/FIE2005Panel.ppt