Using qualitative methods to assess student learning in higher education

Contreras-McGavin, Melissa; Kezar, Adrianna

doi:10.1002/ir.232

Cited by 11 publications

(12 citation statements)

References 8 publications

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“…Traditionally, IR has focused on gathering quantitative information in a whole-of-institution approach. Increasingly during the twenty-first century both the quantitative and whole-institution emphases have been supplemented by qualitative data and research at sub-institutional levels (Shulman, 2000;Contreras-Mcgavin & Kezar, 2007).…”

Section: Literature Foundationsmentioning

confidence: 99%

Institutional research and improving the quality of student engagement

Zepke

Butler

Leach

2012

Quality in Higher Education

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This article asks whether institutional research could help improve the quality of student engagement by researching at sub-institutional levels such as in courses bridging students from school into higher education. In answer it argues two interacting propositions: one, that student engagement provides useful indicators of quality in higher education; and, two, that research into student engagement is best conducted at a sub-institutional level. The authors use evidence obtained from a funded Teaching and Learning Research Initiative project in New Zealand to support these propositions. The project gauged the perceptions of firsttime students in four different bridging (access) courses in one higher education institution. Results showed significant differences in the way they perceived the efforts of teachers and the institution to support their engagement. Not only did course results differ from institutional scores, courses also differed significantly from each other. These results suggest that the quality of student engagement could be enhanced if institutional research focused closely on engagement at sub-institutional levels such as courses.

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Section: Literature Foundationsmentioning

confidence: 99%

Institutional research and improving the quality of student engagement

Zepke

Butler

Leach

2012

Quality in Higher Education

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“…Constructivist approaches like phenomenology (Polkinghorne, 1989) could offer insights into how URM students make meaning of their research experiences, develop their graduate degree aspirations, and employ various strategies to navigate their way through college, which in turn should be useful to educators, theorists, and institutional researchers alike. In addition, e-portfolios may be effi cient mechanisms for tracking student learning outcomes and progress over time (Contreras-McGavin and Kezar, 2007).…”

Section: New Directions For Future Researchmentioning

confidence: 99%

Undergraduate research participation and STEM graduate degree aspirations among students of color

Strayhorn

2010

New Drctns for Instit Rsrch

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“…SoTL gives teachers the ability to assess and refine their approach to teaching based on student needs, leading to stronger graduates. Additionally SoTL furthers disciplinary knowledge and fits hand in hand in helping to create records and measurements of teacher, course, and program effectiveness for assessment and ultimately for accreditation purposes, which is growing in importance and attention at many universities (Contreras‐McGavin & Kezar, 2007; Drake & Walcerz, 2004; Jorgensen, 2008).…”

Section: Scholarship Of Teaching and Learningmentioning

confidence: 99%

Mapping Scholarship of Teaching Using a Multidimensional Model

Burgess

2009

Family & Consum Sci Res J

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This article applies the multidimensional model of scholarship of teaching (K. Trigwell, E. Martin, J. Benjamin, & M. Prossoer, 2000) to selected components from a term project used in a junior‐level promotion and retail analysis course to show how teachers can use the model to map levels of scholarship of teaching across four dimensions: informed, reflection, communication and conceptual. The project components included project objectives and student learning outcomes, combination master and promotional calendar, journal of contributions, peer evaluation, teacher evaluation, and written analysis. Mapping scholarship of teaching provides information to teachers regarding current levels of scholarship of teaching, areas where improvements are possible and the ability to see progress over time. The mapping process is applicable to a variety of courses and situations such as development and revision of courses, lectures, assignments, and projects.

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Using qualitative methods to assess student learning in higher education

Abstract: In an era of increased accountability in higher education, stronger and more compelling evidence of what and how students learn is needed. Ways in which qualitative approaches can be used to assess student learning are described in this chapter.

Cited by 11 publications

References 8 publications

Institutional research and improving the quality of student engagement

Institutional research and improving the quality of student engagement

Undergraduate research participation and STEM graduate degree aspirations among students of color

Mapping Scholarship of Teaching Using a Multidimensional Model

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