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Full-Text Articles in Education

Continuous Improvement In Academic Affairs, Jen Wells Mar 2019

Continuous Improvement In Academic Affairs, Jen Wells

Assessment in Action Conference

As faculty, we are asked to focus on teaching, research, and service; how we manage our work is often pre-determined by how we allocate time to these three elements. With that, the question is where assessment and continuous improvement fit. This presentation will offer a model of continuous improvement and ideas on how it can be integrated in your current work and not as a check the box exercise. We will also review how assessment can be scaffolded and implemented at the graduate level.


Writing & Connecting Learning Outcomes Across The Co-Curricular Environment, Marilyn Duke, Ciji Heiser, Anthony Helms Mar 2019

Writing & Connecting Learning Outcomes Across The Co-Curricular Environment, Marilyn Duke, Ciji Heiser, Anthony Helms

Assessment in Action Conference

This session focuses on the two primary areas of writing learning outcomes and then connecting outcomes to a co-curricular map. In the first part of the session, participants will work through a learning outcomes model to draft new outcomes or revisit existing outcomes and receive feedback from peers and session facilitators. In the second part of the workshop, the discussion will shift to how to connect learning outcomes across multiple programs and services to develop co-curricular maps. Outcome maps help staff identify areas of strength in student learning outcomes and gaps in outcome development. Participants will have the opportunity to ...


What's Your Assessment - Why?, Jen Wells Mar 2019

What's Your Assessment - Why?, Jen Wells

Assessment in Action Conference

Accountability. Accreditation. Resources. Student Success. Student Learning. Student Development. External Factors. Program Review. All of these terms and more are associated with assessment. In this keynote, I want to go back to the why! Why is this important? Why should we do this? What is the why of assessment and how do our own experiences translate and transfer into the concept of continuous improvement.


2019 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies Mar 2019

2019 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule and session descriptions from the 10th Annual WMU Assessment in Action Conference held on March 15, 2019. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and learner supports units.


Curriculum Mapping As A Path For Success, Susan L. Caulfield, David Paul, Cynthia Visscher Mar 2019

Curriculum Mapping As A Path For Success, Susan L. Caulfield, David Paul, Cynthia Visscher

Assessment in Action Conference

This workshop engages participants in a conversation about their knowledge and experience with curriculum mapping. Examples of curriculum mapping are provided, along with assessment outcomes related to such mapping. Participants will be asked to articulate a class or program-level outcome and workshop facilitators will be able to assist with the definition and creation of outcomes. Such outcomes will then be related back to curriculum mapping. Participants will leave with two different examples of curriculum mapping, as well as some experience in engaging the process of curriculum mapping.


Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang Mar 2019

Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang

Assessment Fellows Grant

The goal of this project is to evaluate the applicability and efficacy of a collaborative learning environment for high voltage (HV) engineering education. This environment is based on the interaction of two pedagogical approaches: computer simulation and experimental/laboratory work. Two courses on HV engineering were offered in parallel in the Fall 2018 semester – one taught at Western Michigan University focusing on computer simulation and the other one taught at Mississippi State University focusing on experimental/laboratory work.


Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban Mar 2019

Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban

Assessment Fellows Grant

The Office of Student Transitions embarked upon its second pilot year of implementing Gallup's CliftonStrengths for Students into First-Year Seminar (FYS) courses. Strengths development focuses on improving self-awareness and well-being, giving students a tool to understand how to leverage their natural talents for success. Nearly half of the FYS instructors chose to integrate Strengths activities and development into their courses. Final data indicated an increase in self-awareness, confidence, and affirmation of major/career choices. Nearly 89% of pilot students said that Strengths should be implemented in all FYS courses.


Assessing Creative Growth In The Frostic School Of Art, William Charland Mar 2019

Assessing Creative Growth In The Frostic School Of Art, William Charland

Assessment Fellows Grant

This project examined the suitability of the Torrance Test of Creativity as a direct measure of determining growth in student creativity from matriculation to graduation among students enrolled in B.F.A. and B.A. programs across the areas of the Frostic School of Art (FSoA). Test takers were anonymous, representing an opportunity sample of incoming and outgoing student cohorts. This research project’s aim was to determine if creativity, as distinct from techniques and skills, increased between the first year and graduation among students in the FSoA.


Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker Mar 2019

Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker

Assessment Fellows Grant

The purpose of this project is to develop a holistic and sustainable assessment process for the Performance Driven Leadership electronic portfolio that is completed as part of the M.A. in Educational Leadership Higher Education and Student Affairs Leadership (HESA) concentration.


Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield Mar 2019

Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield

Assessment Fellows Grant

The aim of this project is to inform departments and schools within the College of Health and Human Services of how their faculty, in general, approach writing-related requirements with their courses. Authors adapted 3 surveys to measure faculty perceptions about writing, including faculty approaches to assigning writing, faculty comfort levels with writing and how equipped they are to assess writing. Data will be entered into SPSS for data analysis that will be used to inform needs for department and faculty support or policy development.


A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster Mar 2019

A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster

Assessment Fellows Grant

This project involves a different way of running courses and assessments, in line with a very formative philosophy on learning. Being a whole system, it involves several components working together. Topics are designed as a sequence of small natural ‘learning units’, each with specific learning objectives. The aim is for all students to eventually attain high-level ‘mastery’ of all topic objectives, given the opportunity. Structured ‘learning tasks’ occur during learning, and ‘mastery assessments’ after topic completion. Both are formative rather than summative, in that students have an opportunity to learn from feedback and try again for mastery (assessment for learning ...


Continuous Improvement In Student Affairs, Jen Wells Mar 2019

Continuous Improvement In Student Affairs, Jen Wells

Assessment in Action Conference

Imagine booking a trip but never getting on the plane, or buying a movie ticket but never walking into the theater. Or what if you fully planned a program, but you never executed it? Barring environmental or extraneous factors, it’s hard to imagine not following through in these scenarios. Now, think about learning valuable information through an assessment project, but never using it. This should be equally unfathomable. The data collected in our assessments should be meaningful by informing our work and helping us continually improve. This presentation offers strategies on how to make data-informed decisions, demonstrate why this ...


Wmu Board Of Trustees Formal Session March 14, 2019, Wmu Board Of Trustees Mar 2019

Wmu Board Of Trustees Formal Session March 14, 2019, Wmu Board Of Trustees

WMU Board of Trustees Meetings

  • Oath Ceremony for Trustee Behen and Trustee Edgerton
  • Acceptance of the Agenda
  • Approval of the Minutes
  • Remarks by the Chair
  • Remarks by the President
  • Comments by the Faculty Senate President
  • Comments by the Western Student Association President
  • Comments by the Graduate Student Association President
  • Scholar Athlete Presentation
  • Public Comments Regarding Action Items
  • Board of Trustee Officer Election
  • Room and Board Rates Summer 2019
  • Consent Items
  • General Public Comments


Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach To Instruction, Lisa K. Hawkins, Nicole M. Martin, Jennifer Cooper Mar 2019

Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach To Instruction, Lisa K. Hawkins, Nicole M. Martin, Jennifer Cooper

Teaching/Writing: The Journal of Writing Teacher Education

Pre-service teachers’ [PSTs] preparation for teaching writing is foundational to writing instruction in elementary schools and children’s writing. Prior research has identified elements in writing-focused methods coursework that support their preparation. In this article, an innovative component in a stand-alone writing teacher preparation course that incorporated the research-based elements is showcased: a process for deconstructing and modeling inquiry-driven writing pedagogy. This process includes five phases: (1) using mentor texts during initial immersion, (2) using mentor texts to study structure, (3) using mentor texts to study writer’s craft, (4) using mentor texts to study sentence structure, sentence fluency, and ...


Marginal Commentary: Are Students And Instructors On The Same Page?, Maria Ornella Treglia Mar 2019

Marginal Commentary: Are Students And Instructors On The Same Page?, Maria Ornella Treglia

Teaching/Writing: The Journal of Writing Teacher Education

This article reports the findings of 141 student questionnaires and interviews with six teachers to investigate whether first-year students’ preferences align with their teachers’ written commentary in composition classes in an urban community college. Results show that students appreciate and rely on teacher commentary and prefer it to be clear, detailed, and supportive. They indicated that commentary that combines the message with a positive phrase works best. Teachers, on the other hand, were not aware of their students’ needs and preferences, and expressed self-doubt and frustration about their students’ reception of written commentary.


Using Literacy Quadrants In Preparing Teachers Of Writing: Reflective Tools For Identity, Agency, And Dialogue, Elsie Lindy Olan, Kia Jane Richmond Mar 2019

Using Literacy Quadrants In Preparing Teachers Of Writing: Reflective Tools For Identity, Agency, And Dialogue, Elsie Lindy Olan, Kia Jane Richmond

Teaching/Writing: The Journal of Writing Teacher Education

The researchers of this hermeneutic phenomenological study applied Colaizzi’s (1978) method to analyze and interpret English Language Arts (ELA) teacher candidates’ (TC) learning experiences with literacy quadrants and narratives while attending secondary writing instruction methods courses in diverse institutional settings. Qualitative strategies of data collection included inquiry-driven activities such as drawing and written reflections to literacy quadrants, as well as oral responses to open-ended questions. TCs, moving from knowledge to action, were reflexive about their literacy and learning experiences and the application of knowledge and practices when preparing to teach English to all students. Analysis of TCs’ narratives showed ...


A Window Into Practice: Examining Elementary Writing Methods Instruction, Judy H. Paulick, Joy Myers, Alexa Quinn, Lori Couch, Judith Dunkerly-Bean, Holly H. Robbins, Haley Sigler, Allison Ward-Parsons Mar 2019

A Window Into Practice: Examining Elementary Writing Methods Instruction, Judy H. Paulick, Joy Myers, Alexa Quinn, Lori Couch, Judith Dunkerly-Bean, Holly H. Robbins, Haley Sigler, Allison Ward-Parsons

Teaching/Writing: The Journal of Writing Teacher Education

We know very little about what happens in elementary literacy methods courses, particularly those that focus on writing instruction. In this study, we offer a window into writing methods instruction, examining three pedagogies of practice used by experienced teacher educators (TEs) across one U.S. state —representations, decompositions, and approximations of practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009). We found a variety of ways that instructors use these pedagogies of practice, both in isolation and in combination, in their instruction. We provide implications and suggestions for the support and development of elementary writing methods TEs.


Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon Mar 2019

Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon

Teaching/Writing: The Journal of Writing Teacher Education

This paper explores the poetry writing of 15, multilingual ninth graders to construct a practitioner framework for analyzing writing as discourse with multilingual learners (MLs). Grounded in an understanding of poetry as a genre of access for both teachers and students, we asked: How does poetry—read as a specific, situated discourse—reveal linguistic and cultural competence among MLs in an urban, high-school classroom?

Using four tools of Critical Discourse Analysis—situated meaning, significance building, connections building, and identity building—we analyzed student poetry produced via an online mentoring platform. Through applying these lenses, three major themes emerged, which structured ...


The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson Mar 2019

The Threshold Concepts Of Writing Studies In The Writing Methods Course, Kristine Johnson

Teaching/Writing: The Journal of Writing Teacher Education

I argue that the threshold concepts of writing studies enable preservice writing teachers to meet several goals for the writing methods course: comprehending composition theory, understanding themselves as writers, and developing effective pedagogical practices. After introducing these concepts, I first outline how they—because they define writing as a subject of study and as an activity—bridge theoretical knowledge, pedagogical application, and personal writing practices. Second, I quote from my own students to illustrate the ways in which threshold concepts help preservice teachers reflect on their own writing practices and become thoughtful, theoretically informed teachers.


Research And Innovation, March 2019, Office Of Vice President For Research Mar 2019

Research And Innovation, March 2019, Office Of Vice President For Research

Research and Discovery News

  • Message from Dr. Terri Goss Kinzy
  • March 19 Discovery Acceleration Workshop
  • Join us March 26 at the Fetzer Center for Spring Convocation
  • ECRT Payroll Confirmation Open
  • Summer Salary Worksheet and Instructions Available
  • Congratulations on Recent Research Endeavors
  • Spotlight on Undergraduate Research
  • Students from WMU and Local High Schools Pitch Innovative Business Ideas
  • Upcoming events


Globally Engaged March 4, 2019, Haenicke Institute Mar 2019

Globally Engaged March 4, 2019, Haenicke Institute

Global News

Global Engagement Opportunities for Thursday, March 7th to Monday, March 11th, 2019.


Globally Engaged March 11, 2019, Haenicke Institute Mar 2019

Globally Engaged March 11, 2019, Haenicke Institute

Global News

Global Engagement Opportunities for Monday, March 11th to Monday, March 18th, 2019.


Globally Engaged March 18, 2019, Haenicke Institute Mar 2019

Globally Engaged March 18, 2019, Haenicke Institute

Global News

Global Engagement Opportunities for Monday, March 18th to Monday, March 25th, 2019.


March 2019 Newsletter, Haworth College Of Business Mar 2019

March 2019 Newsletter, Haworth College Of Business

Haworth College of Business News

  • Zhang Career Center 10th anniversary celebration
  • Social influencing unmasked with Phantom of the Opera project
  • Simply Bliss
  • Fashion startup focused on sustainability wins WMU's business pitch competition
  • A Plan for Every Part is the answer for sourcing speed
  • Call for young alumni bloggers


February 2019 Newsletter, Haworth College Of Business Feb 2019

February 2019 Newsletter, Haworth College Of Business

Haworth College of Business News

  • Sanford Center for Financial Planning and Wellness grand opening
  • MBA program tops list of sustainability education
  • Consumers Energy CEO to present at Distinguished Speaker Series
  • Crain's features student business accelerator
  • Student's personal experience sparks passion for health informatics


Wmu Board Of Trustees Formal Session February 1, 2019, Wmu Board Of Trustees Feb 2019

Wmu Board Of Trustees Formal Session February 1, 2019, Wmu Board Of Trustees

WMU Board of Trustees Meetings

  • Acceptance of the Agenda
  • Public Comments Regarding Action Items
  • Howard Street Easement
  • Consent Items
  • General Public Comments


February 2019 Cehd Newsletter, College Of Education And Human Development Feb 2019

February 2019 Cehd Newsletter, College Of Education And Human Development

College of Education and Human Development News

  • Agreement Awards College Credit for Career and Technical Education
  • Professor Wins Edward B. Fry Book Award
  • Local College Students Give Back
  • Alumna Named South Central Vice President
  • ELRT Alumnus Selected for IEC
  • Nominate for Alumni Awards
  • Upcoming Events


Globally Engaged February 18, 2019, Haenicke Institute Feb 2019

Globally Engaged February 18, 2019, Haenicke Institute

Global News

Global Engagement Opportunities for Monday, February 18th to Monday, February 25th, 2019.


Globally Engaged February 25, 2019, Haenicke Institute Feb 2019

Globally Engaged February 25, 2019, Haenicke Institute

Global News

Global Engagement Opportunities for Monday, February 25th to Friday, March 1st, 2019.


Research And Innovation, February 2019, Office Of Vice President For Research Feb 2019

Research And Innovation, February 2019, Office Of Vice President For Research

Research and Discovery News

  • Join us March 26 at the Spring Convocation, 9 to 11:30 a.m.
  • New Limited Submission Website and Process Announced
  • ECRT Payroll Confirmation Opened
  • Mapping and GIS Services for Research
  • Data Management Plan (DMP) Tool
  • Feb. 19 Discovery Acceleration Workshop
  • Internal Funding Deadline for Undergraduates
  • Congratulations on Recent Research Endeavors
  • MTRAC Funding Opportunity - Deadline Feb. 21, 2019
  • Spotlight on Undergraduate Research
  • Upcoming events