{"id":209,"date":"2016-11-11T22:26:08","date_gmt":"2016-11-12T05:26:08","guid":{"rendered":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/?p=209"},"modified":"2016-11-04T11:42:47","modified_gmt":"2016-11-04T18:42:47","slug":"2016-ues-part-3-qualitative-data","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/2016\/11\/11\/2016-ues-part-3-qualitative-data\/","title":{"rendered":"2016 UES (Part 3): Qualitative Data"},"content":{"rendered":"

Just like in 2015, we asked students to move beyond the 14 questions we asked and to suggest other teaching practices that promoted their wellbeing. 873 students provided qualitative input. Their suggestions were coded inductively and grouped into the following categories:<\/p>\n

    \n
  1. The instructor uses engaging and interactive teaching methods,<\/b> such as in-class discussions or other activities (n=190)<\/span><\/li>\n
  2. Instructor goes out of their way to support student learning outside the class<\/b> (n=166) For example, by scheduling office hours at a convenient time for students (or offering them online), suggesting study strategies and by providing a variety of learning resources<\/span>\"d2\"<\/li>\n
  3. Instructor effectively teaches the course material<\/b> (n=154) For example by giving clear explanations and examples, and by providing students with complete and organized course resources<\/span><\/li>\n
  4. Subject matter is meaningful and relevant to the student <\/b>(n=91) For example, students may see how the topic connects to a world event or their future career, or the material may simply be intersting to the student<\/span><\/li>\n
  5. The instructor is clear about expectations for success <\/b>(n=88) For example, by providing practice problems with solutions, grading rubrics and sample answers of a particular grade, and outlining the format\/topics for exams<\/span><\/li>\n
  6. Instructor accommodates student wellbeing needs<\/b> (n=87) For example, by connecting students to resources or by setting a grading scheme that allows students to succeed even if they experience a bad day\/period (i.e. extensions or dropping the lowest mark)<\/span>\"d3\"<\/li>\n
  7. Instructor is approachable<\/b> (n=49) Students perceive instructors as approachable when they get to know the students, have easy going attitudes, are patient, kind and friendly, and use humour<\/span><\/li>\n
  8. Instructor takes time to get to know the students<\/b> (n=48) For example, by learning and using student names or by sharing personal stories<\/span><\/li>\n
  9. Instructor provides students with regular feedback<\/b> (n=44) by returning assignments promptly (with comments) and by offering multiple assessments throughout the term<\/span><\/li>\n
  10. Instructor fosters peer interactions<\/b> (n=39) with group work (preferably not for marks) and icebreakers<\/span><\/li>\n
  11. The instructor is organized and prepared<\/b> (n=32) For example, by starting and ending lectures on time, posting information where it is easily accessible, and setting key dates early and communicating them clearly<\/span>\"d1\"<\/li>\n
  12. Instructor is passionate and enthusiastic about both teaching and the subject <\/b>(n=31)\u00a0<\/span><\/li>\n
  13. Instructor fosters a safe classroom environment <\/b>(n=28) For example, demonstrating respect to the students, and not judging students for making mistakes<\/span><\/li>\n
  14. Course difficulty and pace is appropriate for the student<\/b> (n=18) (of course, this means going faster and slower all at the same time\u2026)<\/span><\/li>\n
  15. The instructor fosters critical thinking and a love of learning<\/b> (n=17)<\/span><\/li>\n<\/ol>\n

    What do you think of these suggestions made by students? Do you have other ideas that are not listed above? Or perhaps there are challenges to implementing these practices? Please comment below and let us know your thoughts!<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

    Just like in 2015, we asked students to move beyond the 14 questions we asked and to suggest other teaching practices that promoted their wellbeing. 873 students provided qualitative input. Their suggestions were coded inductively and grouped into the following categories: The instructor uses engaging and interactive teaching methods, such as in-class discussions or other … Continue reading 2016 UES (Part 3): Qualitative Data<\/span><\/a><\/p>\n","protected":false},"author":21570,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-209","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/posts\/209","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/users\/21570"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/comments?post=209"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/posts\/209\/revisions"}],"predecessor-version":[{"id":216,"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/posts\/209\/revisions\/216"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/media?parent=209"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/categories?post=209"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/teachingandwellbeing\/wp-json\/wp\/v2\/tags?post=209"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}