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A Look at the Efficacy of Guided Self-Placement for First-Year Writing Courses
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| Presenter(s):
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| Howard Mzumara, Indiana University-Purdue University Indianapolis, hmzuymara@iupui.edu
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| Abstract:
To what extent are Guided Self-Placement (GSP) methods useful for placing incoming students in first-year writing courses? This presentation will describe and assess the efficacy of using a three-step GSP process for placing students in appropriate levels of first-year writing courses at a large Midwestern University. The presentation will include survey results based on data obtained from a total pool of approximately 14,000 respondents who completed the GSP Survey administered to cohorts of incoming students at a large Midwestern university. To delimit the scope of the presentation, however, detailed survey results including placement distributions for AY2009 student cohorts (N = 3,390) will provide a basis for group discussion. To facilitate an interactive discussion, participants will be asked to reflect on their knowledge or experiences and share their perspectives about the appropriateness and usefulness of GSP or versions of “Directed Self-Placement (DSP)” approaches for writing assessment and placement purposes.
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Including Community: Student Development Through Civic Engagement
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| Presenter(s):
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| Amy Koritz, Drew University, akoritz@drew.edu
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| Melissa Sloan, Drew University, msloan@drew.edu
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| Jonathan Reader, Drew University, jreader@drew.edu
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| Abstract:
Drew University is working to strengthen and redefine the liberal arts tradition by connecting classroom-based learning in the disciplines with knowledge-based action in the world. Our goal is to create civic engagement courses and activities that increase student civic development and learning, while also providing clear benefit to community partners and the larger society. Achieving this goal requires assessment strategies that encompass both student civic development and community benefit. Specifically, we examine the ability of Program Logic Models approaches to community-University partnership assessment to add value to the Bringing Theory to Practice Toolkit of the American Association of Colleges and Universities and other instruments that focus exclusively on student development. Our approach focuses on linkages among student learning, community impact, and campus capacity-building for assessment. We examine the extent to which student well-being is correlated with their participation in campus-community partnerships that also demonstrate positive impact on community issues and goals.
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Creating the Global Student: Increasing Competency, Preparation, and Personal Growth of Students in a University International Certificate Program
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| Presenter(s):
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| Yuanyuan Wang, University of Pittsburgh, yuw21@pitt.edu
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| Keith Trahan, University of Pittsburgh, kwt2@pitt.edu
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| Cara Ciminillo, University of Pittsburgh, ciminill@pitt.edu
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| Abstract:
The University Center for International Studies (UCIS) is the framework supporting the University of Pittsburgh’s multidisciplinary international programs. UCIS attempts to supplement students’ intellectual, professional and personal development by instilling the values of international experience and understanding. Our evaluation efforts focus on alignment of UCIS activities with stated goals of the organization, by measuring the effectiveness of international certificate programs offered through six area-studies centers. Our on-line survey of students pursuing international certificates revealed that participation in international certificate programs had a positive impact on students’ international competency, professional preparation, and personal growth. Notably, our evaluation findings provide other international education programs with a model that might increase their capacity and success in nurturing global citizens.
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Creating Valued Field Placement Feedback: Making the Forms Meaningful and Useful for Evaluators and Educators
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| Presenter(s):
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| Julia Williams, University of Minnesota, Duluth, jwillia1@d.umn.edu
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| Abstract:
Every year, colleges and universities place many thousands of pre-service students in job sites as apprentices, to observe and to practice. Placements often require supervision from the university, and from cooperating professionals, and the feedback generated from constituents can be utilized in program evaluation. This project, initiated in 2007, attempted to address ineffective practices in an education department’s utilization of feedback and observation forms by creating a common instrument, aligned with the progress of teacher candidates, and specifically reflecting real expectations of cooperating classroom teachers. The project produced developmentally appropriate rubrics, platforms for substantive discourse, and increased inter-rater reliability. Increasingly helpful, specific, and valid inferences regarding program strengths and limitations were the result of assessment created collaboratively by practicing professionals and university faculty. The process and the product may have promising implications for program evaluation across many disciplines that include field placements as part of professional preparation.
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