Am I getting through? Surveying students on what messages they recall from the first day of class
Publication Name: International Journal of STEM Education
Publication URL: https://doi.org/10.1186/s40594-021-00306-y
The first day of class helps students learn about what to expect from their instructors and courses. Messaging used by instructors, which varies in content and approach on the first day, shapes classroom social dynamics and can affect subsequent learning in a course. Prior work established the non-content Instructor Talk Framework to describe the language that instructors use to create learning environments, but little is known about the extent to which students detect those messages. In this study, we paired first day classroom observation data with results from student surveys to measure how readily students in introductory STEM courses detect non-content Instructor Talk.
This work was supported by the National Science Foundation under grants DUE-1712074, DUE-1712060, and DUE-1347814; and the Center for Teaching Innovation at Cornell University. This research was considered exempt from institutional review: University of Maine protocol 2017-05-12, and Cornell University protocol 1806008047.
Meaders, C. L., Senn, L. G., Couch, B. A., Lane, A. K., Stains, M., Stetzer, M. R., Vinson, E. L., & Smith, M. K. (2021). Am I getting through? Surveying students on what messages they recall from the first day of class. International Journal of STEM Education, 8:49(1). https://doi.org/10.1186/s40594-021-00306-y