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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Understanding the Quiet Student: Perspectives from Instructors and Students.

Margaret V Root Kustritz1

  • 1American College of Theriogenologists, Associate Dean of Education, University of Minnesota College of Veterinary Medicine, 1352 Boyd Ave., St. Paul, MN, 55108, USA.

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|November 6, 2024
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Summary

Many veterinary students are quiet in class due to fear of judgment. Universal course design strategies can help instructors better engage all students, including quiet ones.

Keywords:
diversityeducational psychologyfaculty/staff developmentinstructional design

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Area of Science:

  • Veterinary Education
  • Educational Psychology

Background:

  • A significant number of students remain verbally silent in academic settings.
  • This lack of participation raises concerns for instructors regarding student engagement and comprehension assessment.

Purpose of the Study:

  • To investigate the prevalence of quiet students in veterinary medicine education.
  • To understand instructors' perceptions of student participation across different learning environments.
  • To identify student-reported reasons for non-verbal participation and explore strategies for inclusive course design.

Main Methods:

  • Anonymous surveys were administered to instructors and students at a college of veterinary medicine.
  • Data collected included perceptions of student quietness, participation in various settings, and reasons for non-participation.

Main Results:

  • Instructors perceived higher percentages of quiet students in lectures compared to lab or clinical settings.
  • Students expressed discomfort with cold calling and cited fear of judgment and being incorrect as primary reasons for not participating.
  • Small group work was favored by students.

Conclusions:

  • Fear of peer judgment and being wrong are significant barriers to student verbal participation.
  • Implementing universal design for learning (UDL) principles, such as providing response time and using non-stigmatizing participation methods (e.g., polling, small groups), can enhance engagement for all students.
  • Inclusive teaching strategies are crucial for addressing the needs of quiet students in veterinary education.