Abstract

The purpose of this investigation was to develop the STEM Active Listening Skills Assessment (STEM-ALSA), a conceptually grounded instrument designed to measure four components of active listening, a key element of communication in an academic setting. The STEM-ALSA is comprised of three unique scales that measure a person's knowledge (12 items), ability to apply (25 items), and self-efficacy (5 items) with respect to active listening. Two pilot studies were conducted with N = 99 upper level undergraduate students enrolled in STEM disciplines to develop and evaluate the instrument. Results of an exploratory factor analysis identified both a unidimensional factor structure for each of the three scales and total scores with adequate internal consistency reliability estimates. The STEM-ALSA provides a mechanism for measuring active listening skills among students in STEM.

Original languageEnglish (US)
Title of host publication2012 Frontiers in Education Conference
Subtitle of host publicationSoaring to New Heights in Engineering Education, FIE 2012 - Proceedings
DOIs
StatePublished - Dec 1 2012
Event42nd Annual Frontiers in Education Conference, FIE 2012 - Seattle, WA, United States
Duration: Oct 3 2012Oct 6 2012

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Other

Other42nd Annual Frontiers in Education Conference, FIE 2012
CountryUnited States
CitySeattle, WA
Period10/3/1210/6/12

Keywords

  • Assessment
  • communication
  • graduate students in STEM

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

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  • Cite this

    Wilkins, K. G., Bernstein, B., Bekki, J., Harrison, C. J., & Atkinson, R. (2012). Development of the science technology engineering and mathematics - Active listening skills assessment (STEM-ALSA). In 2012 Frontiers in Education Conference: Soaring to New Heights in Engineering Education, FIE 2012 - Proceedings [6462248] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2012.6462248