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Semelhante a Cohort study presentation
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Cohort study presentation
- 1. Using a DVD Dance Project to Encourage Bonding in PETE Cohorts Kevin Shephard, M.A. Cathrine Himberg, PhD CSU Chico
- 7. BENEFITS OF COHORT MODEL
- 14. Study Results Dance class and DVD Project Vs Dance Class
- 15. What percentage of people in this class do you know? DVD Project (n=15) Dance Only (n=22) Pre Semester Range 0% - 20% 0% - 20% Post Semester Range 70% - 100% 0% - 95% Pre Semester Average 8% 7% Post Semester Average 97% 49% Increase from Pre to Post Average 89% increase 42% increase
- 16. On a scale from 1-5 on average how well do you know this % of students? DVD Project (n=15) Dance Only (n=22) Pre Semester Range 1 – 3.5 1 – 5 Post Semester Range 3 – 5 1 – 5 Pre Semester Average 1.97 2.59 Post Semester Average 3.65 3.07 Increase from Pre to Post Average 1.68 0.48
- 17. Do you socialize with any people in class outside of school? If so, how often? Pre to Post DVD Project (n=15) Dance Only (n=22) No to No 3 7 No to Yes 7 2 % of No changed to Yes 70% 22%
- 18. On a scale of 1-5 how comfortable would you feel performing/teaching dance in front of this class? Pre to Post DVD Project (n=15) Dance Only (n=22) Pre Semester Range 1 – 5 1 – 4.5 Post Semester Range 1 – 5 * (4 – 5) 1 – 5 Pre Semester Average 3.23 2.84 Post Semester Average 4.47 3.85 Increase from Pre to Post 1.24 1.01
Notas do Editor
- “ The major components of adult learning theory used to understand the needs of cohort learners include the concepts of adults’ needs for acknowledgement and use of their experience, the differing ways they go about learning, their desire to be actively involved in the learning process, and the need for affiliation” (as cited in Barnett & Caffarella, 1992).
- Individuals felt emotionally supported. The group became a nurturing climate exuding an atmosphere of trust which allowed the individual to feel “validated,” “secure,” and “connected,” “and to experience “risk-taking, and a questioning” stance (Norris & Barnett, 1994). There was one abstract I came across that found higher GPAs in the cohort model.
- On several occasions, student discussions were initiated by students instead of the instructor (Maher, 2005). 2. “I like the cohort model because it gave me a chance to get to know the people in my classes. By getting to know the others, I was more comfortable and more willing to participate, share, and even speak my mind, without fear. A big help throughout the program was having people I trust to get feedback from and to commiserate with when I needed support and encouragement” (Teitel, 1997). 5. Cohorts get to know each other better; being able to anticipate how others will act reduces ambiguity and fosters mutual trust among group members (Norris & Barnett, 1994).
- 4. Many students believed that, because they were in a cohort, they enjoyed a greater sense of latitude than they otherwise would have in a traditional classroom (Maher, 2005). The collective power of the cohort is more powerful than individuals in a traditional format (McCarthy, Trenga, & Weiner, 2005).
- 1. “The greatest benefit is developing relationships with peers. It is also the greatest pitfall. The quality of the cohort can vary greatly. Weak members will continue to plague classes in future semesters” (Teitel, 1997).