THROUGH A MORE DISCERNING LENS: UNDERSTANDING COLLEGE STUDENT EXPECTATIONS AND EXPERIENCES OVER THE COURSE OF A SEMESTER.

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Bibliographic Details
Title:	THROUGH A MORE DISCERNING LENS: UNDERSTANDING COLLEGE STUDENT EXPECTATIONS AND EXPERIENCES OVER THE COURSE OF A SEMESTER.
Authors:	BRANCA, SYLVIA H., SLUSSER, EMILY
Source:	College Student Journal. Jun2022, Vol. 56 Issue 2, p180-196. 17p.
Subjects:	Student evaluation of teachers, Universities & colleges, College students, Semester system in education, Teaching
Abstract:	The end-of-semester routine for collecting student evaluations of teaching is nearly ubiquitous among colleges and universities in the United States. Ideally, student feedback is used to improve instruction, advance curriculum, and facilitate student success. While well intentioned, student evaluations of teaching often fall short of measuring more nuanced elements of college students' classroom experiences, and do not provide a mechanism for comparing early impressions with lived experiences. This study examines college students' expectations and experiences in a large lecture-based college course using a comprehensive survey administered at the beginning and end of the semester (N=223). Results indicate that students begin the semester relatively optimistic about their expected engagement and participation in the class but have some concerns about their ability to develop meaningful relationships with their instructor and classmates. Students' lived classroom experiences generally mirror their expectations, with notable implications regarding their motivation to engage in the course and their academic success. Findings provide rich insight into student perspectives and can help instructors think more deeply about ways to support students' academic success over the duration of a course. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	The end-of-semester routine for collecting student evaluations of teaching is nearly ubiquitous among colleges and universities in the United States. Ideally, student feedback is used to improve instruction, advance curriculum, and facilitate student success. While well intentioned, student evaluations of teaching often fall short of measuring more nuanced elements of college students' classroom experiences, and do not provide a mechanism for comparing early impressions with lived experiences. This study examines college students' expectations and experiences in a large lecture-based college course using a comprehensive survey administered at the beginning and end of the semester (N=223). Results indicate that students begin the semester relatively optimistic about their expected engagement and participation in the class but have some concerns about their ability to develop meaningful relationships with their instructor and classmates. Students' lived classroom experiences generally mirror their expectations, with notable implications regarding their motivation to engage in the course and their academic success. Findings provide rich insight into student perspectives and can help instructors think more deeply about ways to support students' academic success over the duration of a course. [ABSTRACT FROM AUTHOR]
ISSN:	01463934