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Potential Solutions for Problems in Needs Assessment Data
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| Presenter(s):
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| Yi-Fang Lee,
National Chi Nan University,
lee.2084@yahoo.com
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| James Altschuld,
The Ohio State University,
altschuld.1@osu.edu
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| Jeffry White,
Ashland University,
jwhite7@ashland.edu
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| Abstract:
Classical needs assessments (NA) are based on the discrepancy between the desired and present states. Therefore estimates of or data on the two conditions is required. This discrepancy rationale is generally accepted and is often seen in surveys that employ double scaling. Such scales work well but they have several inherent and subtle data-related problems.
The goal of this presentation is to discuss solutions for problems in a set of NA data collected to understand the importance and satisfaction perceptions of minority students in science, technology, engineering, and mathematics (STEM). Survey items dealt with retention services available to students. A web-based instrument with a 5-point Likert scale was used. Problems regarding missing data for one or both of the two scales, data from multiple forms of the survey, and the methods employed to calculate needs indices are described as well as possible solutions for difficulties that were encountered.
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A Retrospective Needs Assessment of a Retention Program
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| Presenter(s):
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| Deborah Kwon,
The Ohio State University,
kwon.59@osu.edu
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| Jing Zhu,
The Ohio State University,
zhu.119@osu.edu
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| James Altschuld,
The Ohio State University,
altschuld.1@osu.edu
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| Jeffry White,
Ashland University,
jwhite7@ashland.edu
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| Abstract:
Retrospective assessments of needs are not often undertaken but can be a source of valuable information. In this paper we will describe a case where this was done with two different groups of stakeholders from a statewide collaborative project. One consisted of receivers of services (students) and the other of faculty and staff who helped in program delivery. In addition, we employed a methodological design that was intended to maximize the information collected. The discussion of the context, types of questions used, comparisons across groups, and the design itself should be helpful for other needs assessors in similar collaborative endeavors.
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Developing and Assessing Needs Assessment Instruments: An Example from Science, Technology, Engineering, and Math Careers Research
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| Presenter(s):
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| Anneliese Bolland,
University of Alabama,
bolla001@bama.ua.edu
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| Joan Barth,
University of Alabama,
jbarth@bama.ua.edu
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| Abstract:
Because the number of college students choosing science, technology, engineering, and mathematics (STEM) careers has declined, it is important to discover the opinions students in various transitional periods (5th graders, 8th graders, 11th graders, and college freshmen) hold about STEM subjects by assessing their perception of their own classroom contexts as well as assessing their life-goals as related to career decision making factors. Such information can inform interventions designed to increase the number of STEM graduates. A number of extant instruments address some of these factors, but none was found that was suitable for our specific needs. In this paper, I will discuss steps we took to determine whether the instrument we constructed from several instruments has acceptable reliability and a factor structure appropriate for our STEM needs assessment.
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