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Key Findings 2006 - Students
Based on recommendations from 2004/2005, the Workgroup for 2006 chose to focus its attention specifically on the Academic Challenge benchmark. There is a powerpoint presentation encompassing the findings listed below.
Key Finding 1: Academic Challenge has seen significant fluctuation in response rates from year to year. These questions determine the student's perception about the classroom experience, its degree of difficulty, and the competencies being emphasized.
Key Finding 2: Contrary to belief, the high percentage of students reporting advanced degrees (Bachelors or higher) do NOT significantly affect the overall sample's responses to questions related to critical thinking/academic challenge.
Key Finding 3: Response rates for these questions DO dramatically alter when sorted for instructional division/subject area. This sorting was done after one department proposed that different subjects more directly emphasize critical thinking vocabulary.
Recommendation: Develop/disseminate instructional materials for each area that more specifically use the Bloom's taxonomy vocabulary describing the different levels of critical thinking (see chart) and distribute to all faculty. Hold discussion groups/workshops related to importance of explicit use of such vocabulary and designing appropriate assignments that use related terms.
Followup: Instructional materials were distributed during the Spring 2007 Faculty Development Day. Workshops are being scheduled during departmental meetings throughout spring semester.
For more information, please contact Susan Lemke, (505) 428-1520, susan.lemke@sfcc.edu.