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A Systematic Approach to Assessing Student Learning Outcomes
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| Presenter(s):
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| Jennifer Reeves,
Nova Southeastern University,
jennreev@nova.edu
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| James Pann,
Nova Southeastern University,
pann@nova.edu
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| Abstract:
Assessing student learning outcomes has become challenging for institutions of higher education, especially with the recent push from accrediting bodies to require academic programs to articulate measurable expected outcomes of student learning, and to document how each outcome will be assessed. NSU established its Academic Review process more than five years ago; since that time the process has continually been refined to meet both the needs of the university and the recommendations of SACS. The approach has six steps: (a) Program Outcomes and Measures Matrix (i.e., curriculum mapping), (b) internal assessment of student learning, (c) an Internal Review Committee report, (d) an external consultant report, (e) the Academic Review Committee report, and (f) action planning by the center dean based on the recommendations. The purpose of this paper is to share with other individuals responsible for assessment at institutions of higher education an effective method to assess student learning outcomes.
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Evaluating the Impact of Web Based Resources on Student Learning and Satisfaction: Lessons Learned for Postsecondary Courses
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| Presenter(s):
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| Melinda Hess,
University of South Florida,
mhess@tempest.coedu.usf.edu
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| Corina Owens,
University of South Florida,
cowens@coedu.usf.edu
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| Autar Kaw,
University of South Florida,
kaw@eng.usf.edu
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| Abstract:
As the call for accountability in education, as well as other fields, continues to grow, instructors at all levels are answering by expanding their pedagogical toolbox. In order to provide enhanced learning environments, many faculty have implemented web-based learning, thus posing new challenges for appropriate and effective evaluation. The unique nature of web-based instruction, whether as a primary or supplemental means of instruction, requires assessment of content knowledge and skills as well as course presentation and delivery. Findings of the study indicate that web-based modules implemented in a Numerical Methods course in a College of Engineering for instruction improved both student performance and satisfaction. This paper focuses on the framework and evaluation methods used in this study, including: 1.) assessment of student performance on a multiple-choice examination as well as a recently developed concept inventory, 2.) student satisfaction with course components and delivery, and 3.) faculty assessment of developed modules.
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A Longitudinal, Mixed-Method Design for Assessing College Students’ Civic and Political Engagement
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| Presenter(s):
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| Rachael Tan,
Schroeder Measurement Technologies,
jinbee@yahoo.com
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| Dawn Terkla,
Tufts University,
dawn.terkla@tufts.edu
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| Abstract:
Recently, there has been an increased push for colleges and universities to prepare students for lives of active citizenship. This presentation will highlight the mixed-method approach Tufts University developed to measure their success at cultivating “active citizens” through the University College Scholars Program. An annual survey provides an overview of students’ civic and political attitudes and activities, and interviews conducted with select participants during their sophomore and senior years allow for an in-depth examination of how students formed their opinions and why they participated in these activities. The longitudinal design allows for changes in civic engagement to be tracked over participants’ four years of college and two years post- graduation, and enables results from each year to be used in a formative manner to improve the study design and program elements, and provide summative information to stakeholders.
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