Giving Students’ Voice: Examining Transformational Methods to Engage Student Learning
Track
Research Project / Assessment of Student Learning
Abstract
The idea to challenge students’ abilities and willingness to discuss topics of race, gender, sexuality, class, and disability arose when sport management faculty frustratingly found that many students had narrow views on such topics. Despite students completing a course geared to discuss social issues, students lacked sympathetic mindsets when discussing law and policy development in upper division courses. Therefore a SoTL study was conducted in a 17-week semester in two social issues courses to examine changes in students’ social awareness. Class A used traditional methods of lectures, testing, and discussion activities. Class B used transformational methods guided by the professor that included student produced lectures, reflective activities, observation assignments, and student guided discussions. Both classes completed pre- and post- surveys.
Surprisingly we found that at the end of the semester, Class A was more interested in discussing the sensitive topics. In contrast, Class B appeared to be more aware of current situations but lacked enthusiasm. Attendees at this session will learn about the impact of giving students a voice early in the academic semester and how sensitive information is received and maintained when the students guide their own learning. Additionally, evidence will be provided and the methods used to encourage discussion and learning from the students.
Session Format
Presentation Session
Location
Room 211
Recommended Citation
Gipson, Christina M. and Stewart, Simone, "Giving Students’ Voice: Examining Transformational Methods to Engage Student Learning" (2016). SoTL Commons Conference. 90.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/90
Giving Students’ Voice: Examining Transformational Methods to Engage Student Learning
Room 211
The idea to challenge students’ abilities and willingness to discuss topics of race, gender, sexuality, class, and disability arose when sport management faculty frustratingly found that many students had narrow views on such topics. Despite students completing a course geared to discuss social issues, students lacked sympathetic mindsets when discussing law and policy development in upper division courses. Therefore a SoTL study was conducted in a 17-week semester in two social issues courses to examine changes in students’ social awareness. Class A used traditional methods of lectures, testing, and discussion activities. Class B used transformational methods guided by the professor that included student produced lectures, reflective activities, observation assignments, and student guided discussions. Both classes completed pre- and post- surveys.
Surprisingly we found that at the end of the semester, Class A was more interested in discussing the sensitive topics. In contrast, Class B appeared to be more aware of current situations but lacked enthusiasm. Attendees at this session will learn about the impact of giving students a voice early in the academic semester and how sensitive information is received and maintained when the students guide their own learning. Additionally, evidence will be provided and the methods used to encourage discussion and learning from the students.
