Table 3 A description of the seven cases where students reached agreement, but their agreement did not match what was observed in class
Issue | Description |
|---|---|
Category absent but students marked as present | Course C, Discussing post-course goals "This is a class of [subject] and one class is going to give you a taste, but you're not going to learn very much, you're not going to learn as much as you need to do if you're actually going to go out there and do [subject]. Which case reading the book is gonna get you closer to that, and then taking intermediate [subject], will get you closer, and then taking a master's level [subject] will be even closer. And in finally taking a PhD class in [subject] might make you capable after five to 10 years of additional research of doing [subject] policy." The instructor discussed how little students would learn in the class. We did not code this as post-course goals, as the quotation was remarking on how little students would gain from the course, not how much it would fit in with future curricula |
Course A, Discussing post-course goals "half of you guys, that's the main reason to take this course is because you have to take [course]." The instructor mentioned most students were taking the course as a requirement. We did not code this as post-course goals, as while it acknowledged how the course fit in with curricula the instructor did not talk about any specifics of how the course fit with student goals | |
Course G, Discussing post-course goals “While I'm thinking of it [a former student] was on campus yesterday…she mentioned that one of the students who's in the class had asked about if there are any work opportunities this coming summer and said yes, I plan on having two internships… and to encourage more students to contact her. She plans on getting the information out on those internships to me soon. So you can wait until the announcement comes through and if you're interested in this type of work, I encourage you to apply for those internships.” We did not code this as post-course goals as while the instructor advertised a post-course opportunity, the language used in messaging did not include how the course prepared students for the work | |
Course E, Using student work to drive teaching choices “you'll be doing a pretest and a post test” We did not code this as using student work to drive teaching choices, because the instructor did not describe how the test would be used | |
Course F, Using student work to drive teaching choices “There are two participation surveys and five points each one is first day questions and one is for working with our [TA] program. We're always interested in your guys' insights.” We did not code this as using student feedback to inform teaching choices, because the instructor did not describe how the survey feedback would be used | |
Category present but students marked as absent | Course F, Promoting diversity in STEM “We really want you to succeed, we want to keep you in our majors. I really believe in science and I believe in scientists, and a diverse outlook of scientists. We want to keep you here.” We coded this as promoting diversity in STEM, but we also coded it as the instructor demonstrating desire for students to learn or succeed |
Course C, Being explicit about the nature of STEM “So all of us are making decisions all the time and [subject] looks at how we make those decisions, and what the outcome of those decisions result. So it's the study of decisions under conditions of scarcity” This was coded, but was the last phrase stated in the last minute of class as students were beginning to pack their bags |