SIMBA and PUMBA surveys for developing and measuring
SIMBA and PUMBA: surveys for developing and measuring student buy-in Matthew Wilcox and Jacquelyn J. Chini University of Central Florida, Department of Physics, 4111 Libra Drive, Orlando, FL, 32816 1 instruction Student resistance is a barrier to the implementation of reformed that could be reduced by achieving student buy-in. What can instructors do to gain student buy-in? The SIMBA The PUMBA Survey of Instructor Methods for Buy-in Achievement Perceptions of Undergraduate Measure of Buy-in Achievement What methods do instructors use to get students to buy in to the studio format? v 9 possible expectations to discuss with students. v Also asks instructor to rank importance of and time spent on class actions (see PUMBA actions). To what degree do students buy in to the studio format? v Compare the class format (as stated by the instructor) to what students need in their Hypothetical Most Effective Class (HMEC). Do you plan to discuss expectations about lecture? Compared to my actual class, in my HMEC, this action would be less/equally/more important. No Yes What do you plan to discuss to try to get students to understand/agree with the lecture expectations? (choose all that apply) Advantages of engagement How people learn Advantages of reformed class Comforting Students Disadvantages of traditional Relevance to students Student accountability Research evidence Student selfreflection Students will experience it Extended example Through which format(s) do you plan to have these discussions? (Choose at least one) Lecture Class activity Reading/ syllabus Reminders throughout the semester Audio/Video Rewarding appropriate behavior Lecture Quiz Step-by-step labs Investigative labs Other smallgroup work Individual work Student presentation Demos Whole class discussion In my HMEC, I would spend this proportion of time. Less Equally More 25 2 % % Less Equally More 10 % Less Equally More 15 % Less Equally More 40 % Less Equally More 7 % Less Equally More 1 100 % % Total Calculating the Degree of Buy-in Instructor rankings: (NI) Not Important; (SI) Slightly Important; (I) Important; (VI) Very Important Importance Instructor HMEC Time Instructor HMEC |Instructor-HMEC|= Δ Lecture Quiz Step-by-step labs … Demos I More 15 25 10 SI Less 5 2 3 SI Equally 5 10 5 … … … SI Equally 10 7 3 15 students and 4 instructors interviewed after completing the survey. v Student agreement revealed by interview agrees with measured buy-in level. WE NEED YOUR HELP! INTERESTED IN PARTICIPATING IN OUR RESEARCH? SCAN QR CODE OR EMAIL: mwilcox 1@knights. ucf. edu Degree of buy-in Future Research Design Does it work? v Whole class discussion SI Equally 5 1 4 Instructor takes the SIMBA First Class Second Class Students take the PUMBA v Measure the change in buy-in and its dependence on instructor methods. 1. C. Henderson and M. H. Dancy, Phys. Rev. Spec. Topics-Phys. Ed. Res. 3, 2 (2007). This work was funded by the National Science Foundation (Grant Nos. DUE 1347510, 1347515, and 1347527).
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