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Faculty Gender and Inclusivity

Faculty Gender and Inclusivity

Project Delivery

时间

Spring 2025

标签

# Quant Research

# Inclusivity

# Course Evaluation

我的角色

Researcher - Individual project

工具

SPSS

受众

Researchers, educators, higher education stakeholders

时间

Spring 2025

标签

# Quant Research

# Inclusivity

# Course Evaluation

我的角色

Researcher - Individual project

工具

SPSS

受众

Researchers, educators, higher education stakeholders

Using course evaluation data to examine whether students perceived differences in inclusivity and engagement by faculty gender

Using course evaluation data to examine whether students perceived differences in inclusivity and engagement by faculty gender

Investigated whether students’ perceptions of course inclusivity and engagement varied by faculty gender using Georgetown’s course evaluation survey data. The project focused on coding variables, building a composite measure, comparing group means, and interpreting the broader implications of gender dynamics in higher education.

项目背景

Prior research has shown that instructor gender can shape how students interpret teaching, engagement, and inclusivity. This study examined whether similar patterns appeared in Georgetown course evaluation data.

核心问题

Student evaluations are often influenced by factors beyond teaching effectiveness, making it important to examine whether perceptions of inclusivity and engagement differ by faculty gender.

设计过程

  • Reviewed prior research on gender and student evaluations

  • Built a composite variable from six survey items and recoded faculty gender for group comparison

  • Ran an independent samples t-test in SPSS

  • Interpreted mean differences in context

交付内容

  • Research report

  • Final presentation of findings

项目成果

Completed a full statistical analysis using Georgetown course evaluation data and found a small but statistically significant difference in perceived inclusivity and engagement by faculty gender, with female faculty rated slightly higher on the composite measure. The project also strengthened my ability to explain statistical findings through presentation and discussion.

项目反思

Research can support decision-making by turning institutional data into clearer, more grounded conversations about learner experience and educational practice.

项目背景

Prior research has shown that instructor gender can shape how students interpret teaching, engagement, and inclusivity. This study examined whether similar patterns appeared in Georgetown course evaluation data.

核心问题

Student evaluations are often influenced by factors beyond teaching effectiveness, making it important to examine whether perceptions of inclusivity and engagement differ by faculty gender.

设计过程

  • Reviewed prior research on gender and student evaluations

  • Built a composite variable from six survey items and recoded faculty gender for group comparison

  • Ran an independent samples t-test in SPSS

  • Interpreted mean differences in context

交付内容

  • Research report

  • Final presentation of findings

项目成果

Completed a full statistical analysis using Georgetown course evaluation data and found a small but statistically significant difference in perceived inclusivity and engagement by faculty gender, with female faculty rated slightly higher on the composite measure. The project also strengthened my ability to explain statistical findings through presentation and discussion.

项目反思

Research can support decision-making by turning institutional data into clearer, more grounded conversations about learner experience and educational practice.

Read Report

Faculty Gender and Inclusivity

项目亮点

Using institutional data to study educational questions
Building measurable variables from survey items
Interpreting statistical differences in context

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项目简介

项目背景

核心问题

设计过程

交付内容

项目成果

项目反思

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