Faculty and student perceptions of post-exam attendance

This project investigated differences between faculty and student perceptions of student attendance in courses for the class period after an exam, including factors thought to influence student attendance. Participants from a single university completed a mixed-methods on-line questionnaire. Quantitative analyses revealed significant differences between faculty and student perceptions on all but one project variable. Qualitative analyses reinforced those findings and suggested that faculty misunderstand what factors actually influence student attendance. Taken together, the results suggest a substantial disconnect between faculty and student perceptions of the importance of class attendance and highlight areas for faculty to influence student attendance

Teaching Portfolio Use in the Absence of Institutional Support

This presentation was given during the Special Interest Group on Portfolios in Reflective Teaching and Teacher Education of the American Educational Research Association Annual Meeting

Faculty and Student Perceptions of Post-Exam Attendance

This session will describe a recently completed mixed-methods research project that investigated differences between faculty and student perceptions of student attendance in courses for the class period after an exam, including factors thought to influence student attendance. Session objectives include discussing similarities and differences that emerged from the data and classroom techniques and policy implications that flow from them. The audience will be invited to build upon these findings and brainstorm additional ideas for increasing attendance couched within what we have learned about the factors that influence student attendance. Attendees will learn: 1. The prevalence of declines in post-exam attendance. 2. Differences in faculty and student perceptions of the causes of those declines. 3. Students self-reported reasons for post-exam absence. 4. Differences between what faculty and students thought would influence post-exam attendance and what actually emerged as significant predictors

Faculty and student perceptions of influences on post-exam attendance

Presentation given at the annual SoTL Commons: A Conference for the Scholarship of Teaching and Learning, Statesboro, GA