We present a measure, which we have named the Pedagogical Expectancy Violation Assessment (PEVA), for instructors to gauge one aspect of the success of their implementation of pedagogical reform by assessing the expectations and experiences of the students in the classroom. We implemented the PEVA in four physics classes at three institutions that used the Student Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) pedagogy in order to gain an understanding of students’ initial expectations, how those expectations are shifted during early classes, and what students report experiencing at the end of the semester. The results indicate appropriate shifts in student expectations during orientation, but some gaps between student expectations and experiences persisted. Students rated the communication aspects of SCALE-UP as desirable and indicated an overall positive affect toward the pedagogy, indicating that violations of their initial expectations were largely positive. By studying the patterns of the shifts in students’ expectations and gaps between those expectations and their experiences, we gain insight for improving both the orientation of the students and the implementation of the course
Communication-across-the-curriculum (CXC) programs provide assistance to other disciplines on the teaching and learning of communication*meeting an increasingly important need for students not only to be content specialists, but also coherent communicators. Research emerging from this initiative details programmatic challenges and emphases, but also provides insight into the unique interdisciplinary issues involved with teaching communication in other disciplinary cultures. Through a systematic thematic analysis, this review provides a synopsis of CXC scholarship over the past 25 years*highlighting three distinct eras of CXC scholarship that illustrate differing approaches to negotiating the mission of interdisciplinary change: cross-curricular proactiveness, cross-curricular skepticism, and cross-curricular curiosity. Over this time period researchers in this scholarly discussion have engaged in work that has produced detailed program descriptions and assessment, transferable instructional resources, and increasingly more discipline-specific empirical results and theoretical contributions. To increase CXC's impact, though, future scholarship could respond to pressing challenges by adopting a stance of cross-curricular advocacy that is proactive in ways characteristic of early research but with a more focused commitment to empirical rigor, theoretical sophistication, and reflective scholarly partnerships.
Similar to many courses in communication, oral communication is central to the learning goals in the discipline of design. Design critiques, the primary communication activity in design classrooms, occur in every studio course multiple times. One key feature of the critique, as an oral genre, is the amount of time and emphasis placed on feedback. The feedback intervention process within the critique plays a large role in determining the overall communicative climate of the teaching and learning event. The purpose of this study was to explore how students talk about the communication climate of the critique and the feedback within it. Drawing on feedback intervention theory and using an ethnographic interviewing framework, we conducted in-depth interviews of students in design studios. Results of this study identified four ways students characterized the critique climate and six kinds of feedback students suggested contribute to a climate for learning. Discussion suggests that feedback intervention spaces (specifically those focused on oral genres) are dialectical and relational spaces*necessitating attention not only to the cognitive processes of feedback (as feedback intervention theory suggests), but also to the emergent relational tensions that demand communicative energy within the feedback intervention process.
Abstract. Physics students, especially those in pedagogically reformed courses, are sometimes dissatisfied with the course structure. Expectancy violation (EV), which arises when students' pedagogical expectations are not met, is a possible cause for this dissatisfaction. Previous research has identified instances of EV in reformed physics classes, but detailed investigations are needed to determine how EV relates to course satisfaction. In this pilot study, we paired a modified Pedagogical Expectancy Violation Assessment (PEVA) with a course satisfaction questionnaire to measure students' perceived expectations, experiences, and satisfaction in three different physics courses: algebra-based SCALE-UP style at EKU (N=61), calculus-based lecture at UCF (N=179), and calculus-based SCALE-UP at UCF (N=88). Course satisfaction was positively correlated with performance and the number of positively-perceived EVs and negatively correlated with the number of negatively-perceived EVs. Students' opinions about the frequency of a few particular activities predicted a large amount of the variability in course satisfaction. While inconclusive, these preliminary results guide reform efforts of the PEVA.
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