1. Student Engagement and Liberal Arts at Truman State University Analyzing Faculty/Student Perceptions Spring 2006 Assessment Internship Chris Roberts and Rebecca Maddox Internship Advisor: David Gillette

2. Assessment at Truman The Interview Project 2003-2004 Project

3. Our Project: Overview Looking beyond student perceptions Comparing faculty and student ideas of student engagement and liberal arts

4. Our Project: Method Faculty interviews Compared with 2003-2004 student interviews Campus-wide survey

5. Student Engagement and Liberal Arts Survey Students and faculty were asked to evaluate a number of characteristics within 10 questions Response Range:  Not at all important, of minor importance, somewhat important, important, very important, and extremely important In addition, participants were asked to respond to 2 open-ended questions

6. Significant Differences Likert-scale range converted to a scale of 1 to 6, with 6 being “extremely important” Group means were analyzed with a t-test Equivalent means were rejected with p-values less than.05 61 of 137 questions had statistically significant differences between faculty and students

7. Importance of Class Experiences in Contributing to a Good Liberal Arts Education Faculty more value: Group Projects Independent thinking Speeches and presentations Writing papers (.966 greater than students) Discussions Hands-on labs Interdisciplinary connections Research

8. Importance of Class Experiences in Contributing to a Good Liberal Arts Education Students more value: Wide range of classes Interesting subject matter A good professor

9. Differences in Responses Regarding Options to Strengthen Student’s Liberal Arts Education Students believe there should be: More choices (.977 mean difference) Greater consistency and higher standards across professors (.549) More interdisciplinary courses (.634) More connections from LSP courses to major courses Faculty were generally indifferent to mentioned options

10. Faculty Indifference Towards Options to Strengthen Liberal Arts Program

11. Faculty Values Research As an in-class experience that contributes to a good liberal arts education As an out-of-class experience that contributes to a good liberal arts education As an out-of-class experience that enhances college experience and individual growth As a student/faculty interaction that contributes to a liberal arts education

12. Students Value Positive Faculty Characteristics In describing a successful educator and distinguishing good educational experiences, students value: A higher level of comfort and friendship Sociable and friendly faculty Professor enthusiasm Outgoing attitude Availability outside of class Willingness to hear students’ opinions Varied teaching abilities

13. Graphical Trends Of the 10 major subjects, each one had highest valued and lowest valued questions. These highs and lows were similar amongst students and faculty

14. Describing a Liberally Educated Person Ability to communicate and interact well with others Ability to think and reason well General academic knowledge, little expertise

15. Highly Valued Out-of-Class Experiences Contributing to a liberal arts education Cultural events Study abroad Enhancing college experience and growth as individuals Meeting new people Living away from home Study abroad

16. Least Valued Out-of-Class Experience Greek Life

17. Options to Strengthen Students’ Liberal Arts Education Additional requirements Encourage faculty/student interaction Eliminate foreign language requirements Real-life application

18. Distinguishing a Successful Student Takes responsibility for own work Good Grades

19. Gender Differences Student females more value Religious organizations Residential life Student employment Volunteer and service Study abroad Faculty had 11 of 137 statistically significant mean differences, compared to 79 between students and 70 between faculty and students.

20. Open-Ended Question: Student/Faculty Interactions Where do most valued interactions take place?  In the classroom and in professors’ offices  Labs, before and after class, research  Small numbers vs. discussion  Students placed high importance on faculty members knowing their names

21. Faculty Valued Interactions

22. Student Valued Interactions

23. Student Engagement and Liberal Arts at Truman State University Chris Roberts and Rebecca Maddox Internship advisor: David Gillette Thank you for attending! for further information, please contact: Chris Roberts at cgr131@truman.edu, Rebecca Maddox at rkm634@truman.edu, or David Gillette at gillette@truman.edu