Student subject matter orientation differs significantly from faculty perceptions of departmental characteristics¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1979 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Students are consistently softer, more applied, more life, and more creatively oriented than faculty describe programs in their departments to be, with significant t-test differences especially in natural science departments. → Bue 1979

Evidence¶

Bue 1979¶

Bue, T. W. (1979). Teaching and Learning Styles in Higher Education: Match or Mismatch? https://eric.ed.gov/?id=ED172635

q2 · i? · the article prints no effect size for this finding · associational · r1

Comparison of faculty department ratings with student subject matter orientation scores (Tables 15-16) shows significant t-test differences, with most significant differences for departments in Division III (natural sciences). Student scores follow faculty patterns but with smaller range and less discrimination.

"students fairly consistently are "softer" and, more "applied," "life," and "creatively" oriented than faculty describe programs in these departments to be."

Discussion¶

Related Claims¶

• Faculty across departments describe the same ideal learning style for students — related
• Faculty in applied, hard, and life disciplines are more likely than colleagues in pure, soft, and nonlife disciplines to report publicly engaged scholarship overall — related
• Intensity of publicly engaged activity is higher in applied (2.29 vs 1.76) and life (2.28 vs 1.63) disciplines, with no significant hard/soft difference — related
• Degree of engagement is higher in applied (1.52 vs 1.22, p=.016) and life (1.56 vs 1.07, p=.000) disciplines, with no significant hard/soft difference — related
• Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline — related
• Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization — related
• Significant mismatches exist between faculty ideal learning styles and actual student learning styles — related