amber settle (cdm), joint work with tom berry (commerce) depaul 2009 faculty teaching and learning...
DESCRIPTION
Developed for use on engineering students ◦ Correlates well with other learning-style models ◦ Tested for validity and reliability ◦ Developed by Felder and Silverman Four dimensions ◦ Active – Reflective ◦ Sensing – Intuitive ◦ Visual – Verbal ◦ Sequential – Global A disconnect ◦ Studies show most students are predominantly Active, Sensing, Visual, and Sequential learners ◦ Finance and programming courses are often lecture- based, which is more helpful for Reflective, Intuitive, Verbal, and Sequential learnersTRANSCRIPT
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Amber Settle (CDM), joint work with Tom Berry (Commerce)DePaul 2009 Faculty Teaching and Learning Conference
April 17, 2009
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People vary in the way that they learn and retain information
Various instruments to model and measure these differences◦ Myers-Briggs (personality types related to learning)◦ Learning Style Inventory (Kolb’s model)◦ The Index of Learning Styles (Felder-Silverman
model) Awareness of learning styles can be beneficial
◦ Purpose is not to teach in a targeted manner◦ Encourage diverse teaching/learning styles
![Page 3: Amber Settle (CDM), joint work with Tom Berry (Commerce) DePaul 2009 Faculty Teaching and Learning Conference April 17, 2009](https://reader036.vdocuments.us/reader036/viewer/2022062401/5a4d1b3d7f8b9ab05999f6cf/html5/thumbnails/3.jpg)
Developed for use on engineering students◦ Correlates well with other learning-style models◦ Tested for validity and reliability◦ Developed by Felder and Silverman
Four dimensions◦ Active – Reflective◦ Sensing – Intuitive◦ Visual – Verbal◦ Sequential – Global
A disconnect◦ Studies show most students are predominantly Active,
Sensing, Visual, and Sequential learners◦ Finance and programming courses are often lecture-
based, which is more helpful for Reflective, Intuitive, Verbal, and Sequential learners
![Page 4: Amber Settle (CDM), joint work with Tom Berry (Commerce) DePaul 2009 Faculty Teaching and Learning Conference April 17, 2009](https://reader036.vdocuments.us/reader036/viewer/2022062401/5a4d1b3d7f8b9ab05999f6cf/html5/thumbnails/4.jpg)
Two types of courses◦ Financial Management (FIN 310)◦ Introductory programming
Java: CSC 211/212 Python: CSC 241/242 C++: CSC 261/262
◦ Technically- and mathematically-focused◦ High withdrawal and failure rates
Two populations◦ Faculty (CDM and Commerce)◦ Students (CDM and Commerce)
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Survey◦ Basic demographic information◦ ILS instrument (44 questions)
Winter 2009 Responses
◦ Commerce (solicited in person) 121 students 11 faculty
◦ CDM (solicited by e-mail and completed online) 101 students (29% response rate) 12 faculty (71% response rate)
◦ Grouped together for this presentation
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All faculty◦ ACT: 3B, SNS: 1B, VIS: 1A, SEQ: 3B◦ Reflective, Intuitive, Visual, Global
All students◦ ACT: 1A, SNS: 3A, VIS: 5A, SEQ: 3A◦ Active, Sensing, Visual, Sequential
Some college-specific differences◦ Faculty
CDM (Reflective, Sensing, Verbal, Global) Commerce (Reflective, Intuitive, Visual, Global)
◦ Students CDM (Reflective, Sensing, Visual, Sequential) Commerce (Active, Sensing, Visual, Sequential)
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All students◦ (Active) Study in a group to compensate for a lack
of active learning in the classroom◦ (Sensing) Ask the instructor for specific examples
and how the concepts apply in practice◦ (Sequential) Ask the instructor to fill in missing
steps and outline material in a logical order when studying
CDM students◦ (Visual) Find diagrams, schematics, or flow charts
to aid understanding of course material
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The Index of Learning Styles◦ http://www4.ncsu.edu/unity/lockers/users/f/felder/
public/ILSpage.html Survey of learning styles
◦ Felder and Brent (2005), “Understanding Student Differences”, Journal of Engineering Education, 94:1.
◦ http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Understanding_Differences.pdf
More information about our study: ◦ Amber Settle: [email protected]◦ Tom Berry: [email protected]