UCI PhD in Education student Gabriel Avakian Orona is presenting at the 43rd annual conference of the Association for the Study of Higher Education (ASHE) in Tampa, Florida, November 15-17.
ASHE brings together "faculty, scholars, administrators, and students who work in higher education, public policy, or a related field; those who work within and across such disciplines as education, public policy, economics, history, philosophy, political science, psychology, and sociology; and those in state and federal agencies, philanthropic organizations, higher education associations, and other entities that use research to inform policy and practice."
The 2018 conference theme is "Envisioning the 'Woke' Academy: Past, Present & Future."
Orona is a second year doctoral student specializing in Educational Policy and Social Context (EPSC). His research interests include higher education policy, philosophy of education, program evaluation and policy analysis. He is advised by Professors Greg Duncan, Rachel Baker, and Di Xu.
ASHE Presentation Title: Using Multiple Correspondence Analysis to Understand the Implementation of Promising Practices Across Instructor Characteristics in Large Undergraduate STEM Lecture Courses
Roundtable Event: Assessing Undergraduate Success through Multiple Methodologies
Authors: Gabriel Avakian Orona, Rachel Baker, Kameryn Denaro
In this study, we extend an underutilized data-reduction technique, multiple correspondence analysis (MCA), to classroom observations for the purpose of exploring patterns among STEM teaching practices across instructor characteristics. This method maintains the unique advantage over other approaches not only by uncovering groupings of promising practices, but also in its ability to examine associations with variables not included (supplementary) in the computation of dimensions. Our results reveal how this method proved useful for describing patterns of teaching practices. The substantive findings from this descriptive analysis reveal that the implementation of promising practices varies according to instructor rank classification, gender, and school. Implications for the hiring of faculty dedicated to teaching are also considered, as our results speak to how job incentive structures may be important to the implementation of these instructional methods
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