1. FALL 2011-SPRING 2012
CONNECT TO LEARNING
CORE STUDENT
SURVEY:
PRELIMINARY FINDINGS
Helen L. Chen, C2L Senior Scholar,
July 14, 2012 hlchen@stanford.edu
2. Overview
What is the C2L Core Student Survey?
Respondent demographics
Frequency distributions of selected items
related to attitudes towards ePortfolios and
NSSE/CSSE
Feedback scales – Faculty and Peers
“Extending” scale
Implications and Future Directions
4. C2L Core Student Survey
WHAT: A survey instrument intended to capture
common data across diverse C2L institutions
WHO: Students in ePortfolio courses and their
instructors
WHERE: Administered online and f2f at 14 C2L
campuses representing a range of institutional
The C2L Core Survey was
types, students, and disciplines
informed by similar surveys used
WHEN: First piloted in in the C2L network and also
Fall 2011 and again includes outcomes items from
in Spring 2012 NSSE/CSSE’s benchmarks for
effective educational practice.
5. C2L Core Student Survey Goals
1. Capture perspectives of the student
experience in courses with an ePortfolio
requirement or assignment – evidence
of ePortfolio impact
2. Ensure student voices are informing and
represented in the C2L developmental
model
3. Build a common data set across C2L
campuses and explore new analyses
beyond descriptive findings about
6. Who took the C2L Core Student
Survey?
Respondent Demographics
7. Respondent Demographics
Total number of respondents: N=4,137
Number of valid responses: N≈3,317
Females (62.1%); Males (37.9%)
Community college students (69.1%)
Senior college/university students (30.9%)
Full-time (83.9%); Part-time (16.1%)
18-23 y.o. (63%), 24-29 y.o. (19.2%), 30+
(17.8%)
32 course types (top 3: Health, Liberal Arts,
English)
12. Faculty Feedback Scale
What is the relationship between faculty
feedback and the ways students value their
ePortfolios?
13. “Faculty Feedback” Scale (α=.83)
Range: Strongly Disagree (1) to Strongly Agree (4)
Low (n=1951, 56.2%), Medium (n=319,
9.2%), High (n=1200, 34.6%); N=3470
My instructor provided useful feedback on
my ePortfolio.
I know that my instructor looked at my
ePortfolio.
My instructor(s) discussed the ways
ePortfolio helps students to learn.
14. FACULTY FEEDBACK: Someday, I’d like to use my
ePortfolio to show what I’ve learned and what I can
do to others, such as potential employers or
professors at another college.
15. FACULTY FEEDBACK: Building my ePortfolio
helps me to think more deeply about the content
of this course.
17. Peer Feedback Scale
What is the relationship between peer
feedback and the ways students value their
ePortfolios?
18. “Peer Feedback” Scale (α=.79)
Range: Strongly Disagree (1) to Strongly Agree (4)
Low (n=1503, 43.4%), Medium (n=1213,
35.0%), High (n=751, 21.7%); N=3467)
My peers/classmates provided useful
feedback on my ePortfolio.
I know my peers/classmates looked at my
ePortfolio.
19. PEER FEEDBACK: Building my ePortfolio
helps me to think more deeply about the
content of this course.
26. Extending Scale
What is the relationship between students
taking personal ownership of their
ePortfolios and faculty feedback?
27. “Extending” Scale (α=.88)
Range: Strongly Disagree (1) to Strongly Agree (4)
Low (n=1385); Medium (n=1088); High (n=997);
N=3470
I went beyond what was required for the course (for
example, creating extra pages or posting my own
links, text or photos).
I included information or experience from other
courses I am taking or have taken.
I included school activities or experiences outside of
the classroom (for example, clubs, sports,
internships, study abroad, etc.)
I included information or experiences from other
areas of my life (for example, volunteering, work,
friends, family, community).
28. What is the relationship between
“extending” and faculty feedback?
30. Future Directions and Next
Steps
• for the development of the survey
instrument
• for guiding C2L research efforts going
forward
31. Next Steps: C2L Core Survey
Development
What are some strategies for improving
response rate from students as well as
instructors?
How representative is the C2L sample? How
generalizable are our findings?
Are we asking the right questions? Are there
additional questions we should be asking of
students and/or instructors?
How can we refine our list of course
types/disciplines into meaningful categories?
32. Next Steps: C2L Research
Questions
What kind(s) of comparison group(s) would be
meaningful to explore (e.g., gender, institutional
type, etc.)? How can we contextualize our
findings?
How do student perceptions of ePortfolio practices
differ across disciplines?
How can we continue to explore and more deeply
understand the relationships among student
engagement, integrative learning, social
pedagogy?
What is the value of the C2L core student survey
as an instrument for individual schools & the
33. Thank you!
Jiyeon and Praveen
The C2L leadership, especially Bret, Laura,
and Judit
All of you!
Please contact me if you have any questions or
would be interested in collaborating on the
C2L core survey research efforts going
forward!
Helen L. Chen
hlchen@stanford.edu
Editor's Notes
Given the overrepresentation of community colleges, should we run the analyses separately for community college students vs. senior students?Think about other ways of analyzing
Social pedagogySeparate peers vs. instructors
Social pedagogySeparate peers vs. instructors
Reflection as Integrative
Who are the students in the high extending – high faculty feedback group? What courses, what faculty?
Looking at the instructor variables, this was the one item that seemed to reveal some differences in ePortfolio practices – this is an area where we could work on refining our survey items