Findings from Project Research
Findings from project research are presented
in several publications:
"Organic"
Assessment: Understanding How Faculty Use Classroom Research and Assessment
in Their Daily Lives
by Sylvia Hurtado, Mary Ziskin and Malinda Matney
A qualitative study of faculty, highlighting the ways in which faculty
are actively engaged in assessment activity as part of their daily lives,
providing insights into how these practices can be linked with assessment-for-accountability
and assessment-for-improvement of teaching and learning in higher education.
Researchers present a framework for "organic assessment."
The paper includes discussion of three findings regarding student assessment
by faculty:
• Faculty experience assessment as integrally linked with teaching/learning
practice in general;
• Faculty have access to rich data on student learning, and
• As faculty bring research values and traditions to an enterprise
like assessment, concerns about methodology and analysis may surface
Learning Styles: Student Preferences vs.
Faculty Perceptions (pdf)
by Louise August, Sylvia Hurtado, Leslie A. Wimsatt, and Eric L. Dey
Some findings from the report:
In examining beliefs and experiences related to the college learning
experience and non-traditional pedagogies, researchers found similarities
in facutly and student expectations, but significant differences in
perceptions of whether these expectations are being met:
• Students expect and challenging learning environment, and want
the opportunity to collaborate with peers in the classroom as well as
interact with faculty. Faculty agree and design interactive classes,
encourage collaboration and want students to have the opportunity to
interact with faculty on an informal basis. However, students report
that their expectations are not being met with any regularity.
• Of faculty surveyed, 90 percent report frequent feedback (more
than three times per term); while 17 percent of students say they receive
feedback frequently.
• More than half of faculty, 59 percent, report designing highly
interactive classes and use in-class activities, 57 percent; fewer students
report these occurances, 21 percent and 14 percent respectively.
• Faculty believe they meet with students outside of the classroom,
87 percent, yet only 7 percent of students reported similar experiences.
• Part of the disparity may be differing perceptions of terms
such as highly interactive or frequently; however educators need to
address this issue by being more transparent in pedagogy, explicit about
intentions and clearly state learning goals to students. Finally, educators
must realistically assess whether from the students perception, needs
and expectations are being met for their academic experience.
Learning Styles: Student Preferences vs.
Faculty Perceptions is based on case studies at seven institutions using
two instruments, the Student Experiences with Teaching Learning and Assessment
(SETLA) questionnaire and the Faculty Survey on Teaching, Learning and
Assessment (FSTLA). Reports for each institution are provided as both
PDF and word documents:
Iowa State University
Mercyhurst College
Northwest Missouri State University
Santa Fe Community College
South Seattle Community College
Wake Forest University
Western Washington University
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