在一门入学率很高的生理学课程中,教师通过调查收集并分享班级人口统计汇总数据,学生对此反应积极。

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Physiology Education Pub Date : 2024-12-01 Epub Date: 2024-08-29 DOI:10.1152/advan.00126.2024
Baylee A Edwards, Jude Kolodisner, Jacob P Youngblood, Katelyn M Cooper, Sara E Brownell
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引用次数: 0

摘要

高入学率科学课程的非个人性质使其很难建立学生与教师之间的关系,这可能会对学生的学习和参与产生负面影响,尤其是对边缘化群体的成员而言。在本研究中,我们探讨了教师收集和分享学生的综合人口统计数据是否会对学生与教师之间的关系产生积极影响。我们对一门高入学率生理学课程的学生进行了调查,以了解他们对教师(a)分发人口统计数据调查表和(b)在课堂上分享汇总调查结果的看法。我们发现,72% 的学生对人口调查表示赞赏,91% 的学生认为这有助于教师了解他们。此外,73% 的学生表示,教师在课堂上分享汇总的人口统计学数据对他们的整体课程体验产生了积极影响,超过 90% 的学生认为收集和分享人口统计学数据都是适当的。大多数学生认为,干预措施的两个部分都增加了他们在课堂上的归属感,增强了他们与教师之间的联系,使教师看起来更平易近人、更具包容性,但也使一些学生感到自己与同龄人更加不同。与男生相比,女生和非二元制学生认为人口调查提高了教员的亲和力,而自由主义学生认为调查提高了教员的亲和力,非自由主义学生认为调查提高了教员的亲和力。与男性相比,女性和非二元制学生更有可能表示,参加调查提高了教师的包容性,让他们感觉自己与同龄人的差异较小。基于这些结果,收集学生的人口统计信息并将其汇总共享,可能是增进学生与教师关系的一种实用、有效的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course.

The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor 1) distributing a demographic survey, and 2) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data were appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, although the intervention also made some students feel more different from their peers. Women and nonbinary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than nonliberal students. Compared to men, women and nonbinary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships.NEW & NOTEWORTHY This study examined undergraduate student perceptions of a high-enrollment physiology instructor collecting student demographics and sharing aggregated results to promote course inclusion. Most students perceived the collection and sharing positively, with women and nonbinary students, as well as liberal students, perceiving greater benefits from the data collection than their counterparts. Our results indicate that collecting and sharing in aggregate student demographics may be an effective way to enhance student-instructor relationships in high-enrollment science courses.

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来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
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