| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes. |
| Roundtable Rotation I:
Evolution of a First Year Seminar: Evaluation for Organizational Learning |
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Roundtable Presentation 112 to be held in Jefferson Room on Wednesday, November 7, 4:30 PM to 6:00 PM
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| Presenter(s):
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| Karen M Reid,
University of Nevada, Las Vegas,
reidk2@unlv.nevada.edu
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| Peggy Perkins,
University of Nevada, Las Vegas,
peggy.perkins@unlv.edu
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| Amy Morris,
University of Nevada, Las Vegas,
amy.morris@unlv.nevada.edu
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| Abstract:
First-year seminars (FYS) have become a main stay of higher-education with over 90% of American colleges and universities offering them in some form. Current evidence indicates FYS participation can influence students' successful transition to college, academic performance, and a sizable array of college experiences known to relate to bachelor's degree completion. Purpose of this paper is to investigate issues associated with assessing the impact and outcomes of integrating current national FYS research at a large, urban university. How does adopting a research-based two-hour FYS contribute to students' perception of improvement in the skills and strategies necessary to succeed in college? How does conversion to a three-hour FYS contribute to students' perception of improvement in the skills and strategies necessary to succeed in college? The objective was to assess the effectiveness of these changes in order to deduce appropriate program theory changes from the evidence derived.
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| Roundtable Rotation II:
Assessing Student Learning Outcomes: An Examination of a Process That Focuses Upon the Improvement of Teaching and Learning |
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Roundtable Presentation 112 to be held in Jefferson Room on Wednesday, November 7, 4:30 PM to 6:00 PM
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| Presenter(s):
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| Tanis Stewart,
University of Nevada, Las Vegas,
tanis.stewart@unlv.edu
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| Abstract:
Processes implemented at a large university in the southwestern United States to assess student learning outcomes were evaluated in order to examine university assessment practice and determine how well academic units responded to established criteria. Data collected from academic units, including student learning outcomes, curriculum alignment, and assessment methodology were analyzed to evaluate process outcomes. Implications for theory-based process evaluation and learning outcome assessment models are discussed.
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