June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.577.1 - 26.577.14
Effect of Implementation of JTF Engagement and Feedback Pedagogy On Faculty Pedagogical Content Knowledge and Student PerformanceJTF (Just-in-Time-Teaching with Interactive Frequent Formative Feedback) is an NSF TUESType 2 project with which is implementing student-centered pedagogy with eight instructors atfour collaborating institutions. Key features of the pedagogy are classroom engagement as wellas two way formative feedback to inform instructors of student learning issues so they can adjustinstruction and create adaptive resources to facilitate student learning. For instructors theanonymous student formative feedback opens for them a window on student thinking which canreveal learning issues such as misconceptions, skill gaps (like charting), difficult concepts,vocabulary ambiguities, etc. This helps instructors develop and build their pedagogical contentknowledge (PCK) so they can adjust their instruction and more effectively deliver content,concepts and skills in light of their reflective knowledge of students' means of understanding andlearning the material. With JTF engagement and feedback pedagogy instructors' attitudes andapproaches to teaching can shift and change their PCK with resultant change in pedagogy tomake instruction more effective which can be evidenced by improvements in studentperformance. As such, the research question addressed in this paper is, "What is the effect of JTFengagement and feedback pedagogy on teacher pedagogical content knowledge and associatedstudent performance."In the JTF collaborative project the eight faculty have been participating for the last three years.They have set up web-enabled daily or weekly formative feedback mechanisms for acquiring"Muddiest Point" student anonymous reflections through Blackboard or Concept Warehousesurvey tools. The instructors reflect on the responses and provide immediate feedback to studentsin the next class and/or via Blackboard postings. Results from a faculty Fall 2013 survey andfrom measures of student attitude, achievement, and persistence showed the following. Eight outof eight faculty said that in the last two years of using JTF pedagogy that their classroom practicehad "changed somewhat or changed significantly." One quote illustrating this change was, "Iteach using full engagement strategies.... previous classes were much more lecture-centric."Another question showed that seven of eight felt that their views about teaching had changed"somewhat or significantly." One quote illustrating this change was, "MP items are a powerfultool that shows a teacher where students are not understanding all information." The shift in theviews and actions of teachers also resulted in positive outcomes in student performance. Forstudent attitude, results from a Student Impact Value Survey (SIVS) showed positive results ofaverage 64% for Interest / Attainment Value and high values of 85% average of Utility Value,and also 84% agreeing that the cost of effort was low. Results for student persistence showedthat, across collaborating institutions, persistence was 97% for 227 students in four classes inFall 2013 and 95% for 311 students in five classes in Spring 2014. For student achievement, oneinstructor's final exam scores showed a shift in mean from 69% in Fall 2009 to 75% in Fall 2011to 79% in Fall 2013. This is a shift upward of a full letter grade over four years. Overall, thefaculty survey results and student performance outcomes demonstrate the effectiveness of JTFengagement and feedback pedagogy. There was positive change in faculty pedagogical contentknowledge that resulted in positive outcomes of student attitude, achievement and persistence.Additional results will be described, analyzed, and discussed in the full paper.
Krause, S. J., & Baker, D. R., & Alford, T. L., & Ankeny, C. J., & Carberry, A. R., & Koretsky, M., & Brooks, B. J., & Waters, C., & Gibbons, B. J. (2015, June), Effect of Implementation of JTF Engagement and Feedback Pedagogy On Faculty Beliefs and Practice and on Student Performance Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23915
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015