Document Type
Poster
Publication Date
2023-11-01
Abstract
Background
The CTE Persistence Project has faculty commit to integrating 4 activities: 1) Communicate their belief that all students can succeed in their class, 2) Learn and use students' names and have students learn each other's names 3) Give formative, success-oriented feedback on an assignment or quiz, and 4) Get to know students during the first 4 weeks of the semester. This project describes which Persistence Project activities EXSC students feel best support their learning and belonging, and the activities EXSC students see used by most faculty (³75%).
Methods
Data were collected from (n=22) junior and senior EXSC students during the Fall 2023 semester. The percentage of students who preferred each activity, and prevalence of use of each activity by faculty were reported.
Results
The activities students preferred from professors were get to know their students (54.5%), give formative, success-oriented feedback (31.8%), learn and use students' names (9.1%), and communicate their belief that all students can succeed (4.5%). The most preferred activities were used less by ³75% of faculty, 27.3%, 54.5%, 54.6%, and 68.2% respectively. The majority of EXSC students (81.8%) believe their Program faculty use the 4 activities more than faculty teaching core or elective classes, while 18.2% said Program, core, and elective faculty use the 4 activities equivalently.
Conclusions
Students preferred activities for supporting their learning and belonging maybe underused by many faculty. All Xavier faculty should be intentional about integrating the 4 activities in all classes.
Recommended Citation
Steeves, Jeremy, "Student Preferences and Experiences with The Persistence Projects’ 4-Pedagogical Practices" (2023). Celebration of Teaching. 1.
https://www.exhibit.xavier.edu/celebration_of_teaching/1
