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Modern Blanket Toss: Findings and Observations

This book is the last in a series of three covering the National Science Foundation awarded Modern Blanket Toss project. In this book are the evaluation findings for each of the three years as well as observations from Modern Blanket Toss staff.

This book is the last in a series of three covering the National Science Foundation awarded Modern Blanket Toss project. In this book are the evaluation findings for each of the three years as well as observations from Modern Blanket Toss staff.

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2014 FINDINGS<br />

Survey respondents rated their agreement with statements about their<br />

Leadership Skills. The scale ranges from 1 to 4 where 1 is equal to strongly<br />

disagree <strong>and</strong> 4 is equal to strongly agree. The largest shift is in respondent’s<br />

ability to “develop, implement, <strong>and</strong> communicate new ideas to others.” There<br />

was no change in respondent’s ability to “listen carefully to what other people<br />

are saying,” but most students already agreed they could do that in the pre<br />

survey. Results are shown in Table 5.<br />

Table 5 Leadership Skill Items<br />

3) talk with a stranger <strong>and</strong><br />

4) talk in a small group of acquaintances at the end of the program.<br />

There was a smaller shift in the students’ ability to<br />

1) talk in a large meeting of acquaintances;<br />

2) talk in a small group of strangers;<br />

3) talk with a stranger; <strong>and</strong><br />

Leadership<br />

I am able to develop, implement, <strong>and</strong><br />

communicate new ideas to others.<br />

Count<br />

Pre-<br />

Average<br />

Post-<br />

Average<br />

Change<br />

16 3 3.5 0.5<br />

4) talk in a small group of acquaintances probably because most students<br />

already felt comfortable with those types of communication at the beginning<br />

of the course. Results are in Table 6.<br />

I am open to new <strong>and</strong> diverse perspectives. 16 3.06 3.38 0.31<br />

I am able to work effectively with a diverse<br />

team.<br />

I am able to collaborate <strong>and</strong> cooperate<br />

effectively with teams.<br />

I am able to leverage strengths of others to<br />

accomplish a common goal.<br />

I am able to set goals <strong>and</strong> prioritize tasks to<br />

meet goals.<br />

I am able to listen carefully to what other<br />

people are saying.<br />

The respondents showed a clear shift in communication skills. More students<br />

agreed they could<br />

1) talk in a large meeting of acquaintances;<br />

2) talk in a small group of strangers,<br />

15 3 3.31 0.31<br />

16 3.25 3.5 0.25<br />

16 3 3.13 0.13<br />

16 3.13 3.25 0.13<br />

16 3.25 3.25 0<br />

Table 6 Communication Skill Items<br />

Communication<br />

Count<br />

Pre-<br />

Average<br />

Post-<br />

Average<br />

Change<br />

Talk in a large meeting of acquaintances 16 2.56 3.19 0.63<br />

Talk in a small group of strangers. 16 2.25 2.75 0.5<br />

Talk with a stranger. 16 2.06 2.53 0.47<br />

Talk in a small group of acquaintances 16 2.81 3.27 0.45<br />

Present a talk to a group of strangers. 16 2.06 2.44 0.38<br />

Present a talk to a group of acquaintances 16 2.75 3.13 0.38<br />

Talk in a large meeting of friends. 16 3.06 3.44 0.38<br />

Present a talk to a group of friends 16 3.25 3.6 0.35<br />

Talk in a large meeting of strangers 15 2 2.31 0.31<br />

Talk in a small group of friends 15 3.6 3.69 0.09<br />

Talk with an acquaintance. 16 3.6 3.27 0.08<br />

Talk with a friend. 16 3.75 3.81 0.06<br />

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