Modern Blanket Toss: Findings and Observations

More documents

Recommendations

Info

2014 FINDINGS Survey respondents rated their agreement with statements about their Leadership Skills. The scale ranges from 1 to 4 where 1 is equal to strongly disagree and 4 is equal to strongly agree. The largest shift is in respondent’s ability to “develop, implement, and communicate new ideas to others.” There was no change in respondent’s ability to “listen carefully to what other people are saying,” but most students already agreed they could do that in the pre survey. Results are shown in Table 5. Table 5 Leadership Skill Items 3) talk with a stranger and 4) talk in a small group of acquaintances at the end of the program. There was a smaller shift in the students’ ability to 1) talk in a large meeting of acquaintances; 2) talk in a small group of strangers; 3) talk with a stranger; and Leadership I am able to develop, implement, and communicate new ideas to others. Count Pre- Average Post- Average Change 16 3 3.5 0.5 4) talk in a small group of acquaintances probably because most students already felt comfortable with those types of communication at the beginning of the course. Results are in Table 6. I am open to new and diverse perspectives. 16 3.06 3.38 0.31 I am able to work effectively with a diverse team. I am able to collaborate and cooperate effectively with teams. I am able to leverage strengths of others to accomplish a common goal. I am able to set goals and prioritize tasks to meet goals. I am able to listen carefully to what other people are saying. The respondents showed a clear shift in communication skills. More students agreed they could 1) talk in a large meeting of acquaintances; 2) talk in a small group of strangers, 15 3 3.31 0.31 16 3.25 3.5 0.25 16 3 3.13 0.13 16 3.13 3.25 0.13 16 3.25 3.25 0 Table 6 Communication Skill Items Communication Count Pre- Average Post- Average Change Talk in a large meeting of acquaintances 16 2.56 3.19 0.63 Talk in a small group of strangers. 16 2.25 2.75 0.5 Talk with a stranger. 16 2.06 2.53 0.47 Talk in a small group of acquaintances 16 2.81 3.27 0.45 Present a talk to a group of strangers. 16 2.06 2.44 0.38 Present a talk to a group of acquaintances 16 2.75 3.13 0.38 Talk in a large meeting of friends. 16 3.06 3.44 0.38 Present a talk to a group of friends 16 3.25 3.6 0.35 Talk in a large meeting of strangers 15 2 2.31 0.31 Talk in a small group of friends 15 3.6 3.69 0.09 Talk with an acquaintance. 16 3.6 3.27 0.08 Talk with a friend. 16 3.75 3.81 0.06 11
2014 FINDINGS Survey respondents rated their agreement with statements about their attitudes towards science and STEM careers. Three of the STEM career related statements are negative, so for those items a negative shift in value represents a positive shift in attitude. See Table 7. Table 7 Attitudes about STEM Careers and Science Items Count Attitudes toward science Looking at scientific data in different ways helps me learn. Pre- Average Post- Average Change 16 3.06 3.44 0.38 Science is an interesting subject to study. 16 3.13 3.5 0.38 Using a map to study scientific data helps me to learn. My scientific investigations are better when I begin by asking a question. Attitudes toward STEM careers I am interested in the way that science, technology, engineering, or math can be used to help people. 16 2.75 3.13 0.38 16 2.81 3 0.19 16 3.44 3.75 0.31 Scientists/engineers are really cool people. 16 3.25 3.38 0.13 A career in science, technology, engineering, or math would be financially rewarding. A career in science, technology, engineering, or math would be dull and boring. 15 3.27 3.31 0.05 16 1.56 1.38 -0.19 Scientists/engineers are boring people 16 1.56 1.31 -0.25 Pursuing a degree in a science, technology, engineering, or math field does not interest me. 16 1.75 1.44 -0.31 WEEKLY STUDENT SURVEYS At the end of each week, students were given a short satisfaction and content survey. Students were asked 10 Likert scale questions about their satisfaction with the Modern Blanket Toss program that week. They were also asked three open-ended questions about what they learned. Sample Each week, between 15 and 17 students completed the satisfaction survey. Table 8 shows the counts for each week. Analysis and Results Table 8 Weekly Counts Week of Count Week 1 13-Jun 17 Week 2 20-Jun 17 Week 3 27-Jun 15 Week 4 4-Jul 15 Week 5 11-Jul 16 Week 6 18-Jul 16 Similar to the previous survey, students were asked how much they agreed with a series of statements and a numerical value was assigned to the strength of that agreement; “strongly disagree” equals 1 and “strongly agree” equals 4. The responses for each item, each week are averaged and compared. 12
Page 1 and 2: BOOK THREE MODERN BLANKET TOSS FIND
Page 3 and 4: FINDINGS AND ANALYSIS The evaluatio
Page 5 and 6: CHAPTER 1 Findings Welcome to the f
Page 7 and 8: 2014 FINDINGS EXECUTIVE SUMMARY The
Page 9 and 10: 2014 FINDINGS Sample Eighteen stude
Page 11: 2014 FINDINGS 2014 Both surveys ask
Page 15 and 16: 2014 FINDINGS Items can be grouped
Page 17 and 18: 2014 FINDINGS The UAV aircraft kind
Page 19: 2014 FINDINGS I think it should be
Page 22 and 23: 2015 FINDINGS PRE/POST STUDENT SURV
Page 24 and 25: 2015 FINDINGS There was a significa
Page 26 and 27: 2015 FINDINGS Table 14 Content Know
Page 28 and 29: 2015 FINDINGS Items can be grouped
Page 30 and 31: 2015 FINDINGS I liked learning abou
Page 32 and 33: 2015 FINDINGS Nothing it's getting
Page 34 and 35: 2015 FINDINGS Week 12 Concept Count
Page 36 and 37: 2016 FINDINGS The mission of Modern
Page 38 and 39: 2016 FINDINGS INTRODUCTION The Univ
Page 40 and 41: 2016 FINDINGS Analysis: For each co
Page 42 and 43: 2016 FINDINGS and who participated
Page 44 and 45: 2016 FINDINGS LIMITATIONS OF THE EV
Page 46 and 47: 2016 FINDINGS primarily Yup’ik mi
Page 48 and 49: 2016 FINDINGS There was a range of
Page 50 and 51: 2016 FINDINGS Table 17. Average sur
Page 52 and 53: 2016 FINDINGS Students also clearly
Page 54 and 55: 2016 FINDINGS Figure 5. Leadership
Page 56 and 57: 2016 FINDINGS 6) Student academic d
Page 58: 2016 FINDINGS Courses offered by Hi
Page 61 and 62: 2016 FINDINGS The Modern Blanket To
Page 63 and 64:
CHAPTER 2 Observations This chapter
Page 65 and 66:
CHALLENGES AND LESSONS LEARNED Teac
Page 67 and 68:
SECTION 2 Analysis of Modern Blanke
Page 69:
ANALYSIS OF MODERN BLANKET TOSS Wha
show all

Modern Blanket Toss: Findings and Observations

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?