Transcript The Importance of Teaching at Ryerson: Predictors of Student Satisfaction

STUDENT SATISFACTION
How students feel about their university
experience is:
 Tied to many factors
 Leads to higher persistence
 Leads to greater motivation
STUDENT SATISFACTION WITH
TEACHING AND LEARNING IS
INFLUENCED BY
1.
2.
3.
4.
Institutional factors: academic and administrative
factors.
Extracurricular factors and social integration: social,
health, cultural, campus facilities, campus services,
and sports activities, transportation, and housing.
Student expectations: choice of study, as well as the
job market
Student demographics: age, gender, socio-economic
group, etc.
Thomas and Galambos, 2004; Aldemir and Gülcan, 2004, as cited in de Lourdes Machado et
al., 2011
FACTORS THAT MOST LIKELY
LEAD TO IMPROVEMENTS IN
STUDENT SATISFACTION
 An institutional climate that students perceive as
supportive or friendly;
 Increased levels of student support during the first
year of study;
 An emphasis on formative assessment during the
beginning of a course of study;
 Increased focus on the social dimension of learning
activities;
 An ability to positively respond to the changing nature
of student engagement in higher education
de Lourdes Machado et al., 2011
PREDICTORS OF SATISFACTION
DEPEND ON THE STUDENT
The engaged student likes to be seen as an
individual on campus
The less engaged student is more concerned
about social aspects of campus
First year students more often feel that there
are too many demands put on them
Thomas and Galambos, 2004; Gibbons, 2012
CLASSROOM PREDICTORS OF
STUDENT SATISFACTION
 Teaching quality,
 Interactions with faculty both in and out of
class
 Knowledge assessment
 Quality of academic advising
 Faculty preparation for class
 Perceived intellectual growth
 Preparation for life long learning
Thomas and Galambos, 2004; de Lourdes Machado et al., 2011
MOST STUDIES SUGGEST
 Students have a need to feel they are part of
the institution
 Good classroom experiences and activities
lead to institutional commitment (sense of
pride in their school)
 Good classroom experiences involve strong
preparation, classroom management skills,
teaching in multiple ways, good
communication skills of faculty members
NSSE HIGH IMPACT
CLASSROOM PRACTICES THAT
LEAD TO SATISFACTION
 Special undergraduate opportunities, such as
learning communities
 Service learning
 Research with a faculty member
 Study abroad
 Internships
 Culminating senior experiences
(Kuh, 2008, as cited in NSSE, 2013).
IT IS RECOMMENDED BY NSSE
THAT WE
 “provide learning opportunities outside of the
classroom;
 require meaningful interactions with faculty
and students;
 encourage interactions with diverse others;
and
 provide frequent and meaningful feedback”
(NSSE, 2013).
IN YOUR CLASS CONSIDER
 Articulating your goals to your students
 Using examples from your experience to
enhance learning
 Giving students early and more frequent
feedback
 Including engaging activities (e.g. case
methods, discussions, think pair share, peer
editing, demonstrations, stories)
 Taking professional development with the
LTO