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dc.contributor.authorFertig, Jason
dc.date.accessioned2020-02-04T20:57:38Z
dc.date.available2020-02-04T20:57:38Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/500
dc.descriptionPresentation. 2nd Celebration of Teaching & Learning Symposium, January 25, 2018, the University of Southern Indiana
dc.description.abstractMy proposed session is a follow-up to my presentation from the past year, as I have collected additional data. Focus/Problem Statement: Do we expect our students to act like extraverts, when data shows that 70% of them are introverted? Context:  I’ve collected DISC profile data from 345 undergraduates and over 200 graduate students, which is more than double what I had at this point last year.  This data has provided valuable evidence that can help any educator better connect to their students.  Approach: The DISC profile is a widely-used personality inventory assessment in industry (probably second to Myers-Briggs-MBTI).  The DISC profile, based on the work of William Moulton Marston, is a 2X2 model of the interaction between introversion—extraversion and task focus—relationship focus.  The model contains four main “types” Dominance (extravert/task), Influence (extravert/relationship), Steadiness (introvert/relationship), and Compliance (introvert/task), with combinations of these variables yielding 15 different profiles. Compared to MBTI, the DISC is easier to interpret and to teach to students.  I’ve successfully taught students the DISC in 1-2 class periods, whereas MBTI took much longer.  Using the profiles to guide my pedagogy resulted in more engaged students and better performance on team projects.  While some scholars will dispute the finer points of these instruments, in practice the benefits outweigh the flaws. Brief Results: Because 70% of my students are introverts, I’ve learned to subdue my bias towards the extravert ideal. Reflection: The DISC is simple to learn and administer.  I wish more of my colleagues could benefit from using it in their classes.
dc.subjectimproving student engagement and motivation
dc.titleWhy Won't Our Students Speak Up in Class?
html.description.abstract<p>My proposed session is a follow-up to my presentation from the past year, as I have collected additional data.</p> <p>Focus/Problem Statement: Do we expect our students to act like extraverts, when data shows that 70% of them are introverted?</p> <p>Context:&nbsp; I&rsquo;ve collected DISC profile data from 345 undergraduates and over 200 graduate students, which is more than double what I had at this point last year.&nbsp; This data has provided valuable evidence that can help any educator better connect to their students.&nbsp;</p> <p>Approach: The DISC profile is a widely-used personality inventory assessment in industry (probably second to Myers-Briggs-MBTI).&nbsp;</p> <p>The DISC profile, based on the work of William Moulton Marston, is a 2X2 model of the interaction between introversion&mdash;extraversion and task focus&mdash;relationship focus.&nbsp; The model contains four main &ldquo;types&rdquo; Dominance (extravert/task), Influence (extravert/relationship), Steadiness (introvert/relationship), and Compliance (introvert/task), with combinations of these variables yielding 15 different profiles.</p> <p>Compared to MBTI, the DISC is easier to interpret and to teach to students.&nbsp; I&rsquo;ve successfully taught students the DISC in 1-2 class periods, whereas MBTI took much longer.&nbsp; Using the profiles to guide my pedagogy resulted in more engaged students and better performance on team projects.&nbsp;</p> <p>While some scholars will dispute the finer points of these instruments, in practice the benefits outweigh the flaws.</p> <p>Brief Results: Because 70% of my students are introverts, I&rsquo;ve learned to subdue my bias towards the extravert ideal.</p> <p>Reflection: The DISC is simple to learn and administer.&nbsp; I wish more of my colleagues could benefit from using it in their classes.</p>
dc.contributor.affiliationUniversity of Southern indiana


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