Faculty and Students were surveyed.
Faculty Question: During the current school year, how much does the coursework in your course selection emphasize analyzing the basic elements of an idea, experience or theory?
|Quite a Bit||47%|
|Total of quite a bit & very much||87%|
Student Question: During the current school year, how much has your coursework at this college emphasized analyzing the basic elements of an idea experience or theory?
|Quite a Bit||42%|
|Total of quite a bit & very much||72%|
Look at the student responses regarding the amount of coursework emphasizing analysis. How would you evaluate the percent of students (72%) who feel that Quite a Bit or Very Much of their coursework emphasizes analysis?
|Group||Thumbs Up||Thumbs Down||Hang Loose||# Submissions|
|BC Classified Staff||42%||21%||37%||19|
*Percentages may not add up to 100% because some respondents did not make a judgment.
Students reporting percent of analysis in coursework 80%
Students reporting percent of analysis in coursework 72%
Students reporting percent of analysis in coursework 85%
These data are from the Community College Survey of Student Engagement (CCSSE) survey administered in 2011 at BC. The survey collects data on student and faculty perceptions about various aspects of education.
These data compare the faculty perception of how often coursework emphasizes evaluation in the left columns with the student perception of how often coursework emphasizes evaluation in the right column. There are no standards set on these perceptions.
Analysis is one of the key components of critical thinking and is one of the elements of Bloom’s taxonomy.
There is a difference of 15% between what faculty and students perceive concerning the amount of analysis done in coursework.
Feedback from respondents indicated that they were intrigued with the difference between the faculty and student perception but were not sure what it meant.
Faculty commented that terminology may affect the answers to this question, for instance students may be analyzing in class but not relate it to this question in context.
Others wanted to know if faculty and students define “analysis” as the same thing but felt it was important enough to develop a common language.
Some respondents found this a confusing question or confusing data.
Suggestions to improve: