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This paper explores the affordances and constraints of STEM faculty members’ instructional data-use practices and how they engage students (or not) in reflection around their own learning data. We found faculty used a wide variety of instructional data-use practices. We also found several constraints that influenced their instructional data-use practices, including perceived lack of time, standardized curriculum and assessments predetermined in scope and sequence, and a perceived lack of confidence and competence in their instructional data-use practices. Novel findings include faculty descriptions of instructional technology that afforded them access to immediate and nuanced instructional data. However, faculty described limited use of instructional data that engaged students in reflecting on their own learning data. We consider implications for faculty’s instructional data-use practices on departmental and institutional policies and procedures, professional development experts, and for faculty themselves.
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Risk Awareness and the User Experience
Although technology vendors prefer customers use their products according to pre-planned use cases, incorporating misleading user interfaces and crafting questionable decision points for users can induce them to make low-information decisions that may adversely impact their cybersecurity operational postures.
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- Award ID(s):
- 1753681
- PAR ID:
- 10161702
- Date Published:
- Journal Name:
- Proceedings of SIGDOC '19 The 37th ACM International Conference on the Design of Communication
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3328020.3353918
