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Full-Text Articles in Education

Students Learn About Trauma And Black Adolescents: Integrating Evidence-Based Instruction, Bridget Weller, Winifred Wilson Apr 2020

Students Learn About Trauma And Black Adolescents: Integrating Evidence-Based Instruction, Bridget Weller, Winifred Wilson

Assessment Fellows Grant

The purpose of this student learning assessment project was to evaluate the impact of integrating evidence-based instructional strategies in a graduate-level course on trauma and black adolescents. We addressed the following questions: (a) How well did the teaching strategies achieve the intended student learning outcomes? And, (b) what particular teaching strategies made a positive impact on student learning? Paired-sample t-test results suggested improvements in student learning outcomes. Results from qualitative analyses indicated students found a workshop approach to integrating evidence-based instructional approaches (e.g., guided notes, concept mapping, group work, in-the-moment feedback, and mini-lectures incorporating research and personal experiences) beneficial.


Plan It 4-Ward: Assessment Of Student Awareness And Engagement, Andrea E. Bau, Steve Booher, Fanny Hernandez De Alvarez Apr 2020

Plan It 4-Ward: Assessment Of Student Awareness And Engagement, Andrea E. Bau, Steve Booher, Fanny Hernandez De Alvarez

Assessment Fellows Grant

Plan It 4-Ward is a tool that students can use to strategically plan their path to graduation while considering specific areas impacting the overall college experience: Academic, Career, Engagement, Financial, and Well-being. The idea is to plan in multiple areas while continuing to move 4-ward. Plan It 4-Ward is introduced to students in the First-Year Experience course, and students are encouraged to continue use of the tool beyond the first semester. The purpose of this assessment project was to: 1) Identify whether students found the tool useful in their first semester; 2) Understand if students continued to utilize the tool ...


Engagement Through Wmu Signature: The Student Perspective, Allison Grime, Evan Heiser Apr 2020

Engagement Through Wmu Signature: The Student Perspective, Allison Grime, Evan Heiser

Assessment Fellows Grant

WMU Signature validates WMU students out-of-class learning experiences to help them stand out to future employers and graduate schools. Through WMU Signature students explore and identify a passion, and then complete a unique experience of putting that passion into action, earning them a designation on their diploma. WMU Signature is built on research showing that co-curricular/extracurricular involvement, especially involvement that includes reflection, increases student’s cognitive and intellectual growth in college, as well as their overall satisfaction and retention. The purpose of this assessment project was to gather student feedback to continue to improve WMU Signature.


Assessing Student Employees' Career Readiness, Ewa Urban, Wayne Bond Apr 2020

Assessing Student Employees' Career Readiness, Ewa Urban, Wayne Bond

Assessment Fellows Grant

The purpose of this project was to measure, using direct assessment data, student employees’ career readiness competencies gained through campus student employment. Career and Student Employment Services developed and delivered a career readiness certification program to 148 student employees in 14 WMU campus departments. The program was designed to teach students to articulate, through resumes and answers to interview questions, the career readiness competencies required by employers in all industries. These competencies include: critical thinking, communication, teamwork, technology application, leadership, professionalism, career management, and intercultural fluency.

To address the program learning outcomes, students participated in a face-to-face workshop, completed a ...


Assessing Student Needs To Clear Obstacles For Retention And Persistence, Josh Conley, Kelly Reed Apr 2020

Assessing Student Needs To Clear Obstacles For Retention And Persistence, Josh Conley, Kelly Reed

Assessment Fellows Grant

The Invisible Need Project works to support WMU students with unmet basic needs. This assessment project was implemented to help gain a better understanding of those needs and barriers faced by current Western students. As a part of this project, three focus groups were held during the Fall 2019 semester. Results found that students who are aware of INP are grateful for what it provides, but much more work can be done around raising awareness, for students and campus as a whole. Additionally, students helped to shed light on other barriers they face, including clothing and transportation. The Invisible Need ...


Assessment Matters @ Wmu, Fall 2019, Karen M. Stokes Chapo, Assessment In Action Committee Oct 2019

Assessment Matters @ Wmu, Fall 2019, Karen M. Stokes Chapo, Assessment In Action Committee

Assessment Matters @ WMU

No abstract provided.


Evaluation Competencies, Instruction, And Academic Leadership, Daniela C. Schroeter Sep 2019

Evaluation Competencies, Instruction, And Academic Leadership, Daniela C. Schroeter

Academic Leadership Academy

Background and Context

My primary research interests center on evaluation theory, methodology, practice, and capacity building. In particular, my current research focuses on evaluation competencies among public and nonprofit sector employees. In light of the 2018-2019 Academic Leadership Academy and Instructional Development grant, this poster revisits findings from a federal evaluator survey and examines: What evaluation and leadership competencies should be emphasized in the developments of public administrators?


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.


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.


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.


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 ...


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 ...


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.


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.


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.


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.


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 ...


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.


Online Evaluation Training Program, Lori Wingate Sep 2018

Online Evaluation Training Program, Lori Wingate

Academic Leadership Academy

The Western Michigan University (WMU) Evaluation Center and Extended University Programs are developing an online professional development program in evaluation. The learner-centered program will include a mix of live and self-paced instruction, including webinars, videos, text, assessments, and practice exercises. The following qualities set this program apart from existing academic and ad hoc evaluation training programs:

Equity-informed: As a critical aspect of high-quality evaluation practice, the curriculum is infused with guidance on how to address equity throughout the evaluation process.

Practical: Instruction is connected to practical application so learners can use what they learn right away.

Accessible: Barriers to learning ...


Integrating Formative And Summative: Assessment Approaches In Student Support Work, Ciji Heiser Mar 2018

Integrating Formative And Summative: Assessment Approaches In Student Support Work, Ciji Heiser

Assessment in Action Conference

This session will focus on how to integrate both formative and summative assessment approaches into programs and services provided for student support. We will discuss the assessment cycle including learning and operational outcomes, selecting and designing assessment tools (both formative and summative), collecting data, and analyzing data to make data-informed decisions.


Using Elearning For Assessment, Katrina Davidson, Alyssa Moon Mar 2018

Using Elearning For Assessment, Katrina Davidson, Alyssa Moon

Assessment in Action Conference

There are many ways to formatively and summatively assess learner knowledge using an online learning environment. This session will give an overview of these tools and examine use cases.


"What Is My Target?": Clarifying Student Learning Outcomes, Anthony Helms, David Paul Mar 2018

"What Is My Target?": Clarifying Student Learning Outcomes, Anthony Helms, David Paul

Assessment in Action Conference

This session will provide an overview of best practices in writing feasible and measurable learning and process outcomes, including hands-on time to work on your own outcomes.


Why Are We Doing This?, Linda Suskie Mar 2018

Why Are We Doing This?, Linda Suskie

Assessment in Action Conference

Many find assessment to be a pointless paper-pushing exercise. Done right, however, it is essential to helping students learn and succeed. This presentation will summarize research on strategies that help students learn and succeed and explain the role of assessment in those strategies.


Assessing In-Course Projects And Students' Interest In Science, Heather Kasper, Mary Anne Sydlik, Susan R. Stapleton Mar 2018

Assessing In-Course Projects And Students' Interest In Science, Heather Kasper, Mary Anne Sydlik, Susan R. Stapleton

Assessment Fellows Grant

An important question in higher education is "How do we best support students so that they stay at Western Michigan and remain or become interested in careers in one of the sciences?” One way seems to be getting students interested in research, which can spark and maintain their continued interest in STEM fields. Traditional laboratory activities often involve repeating classical experiments to reproduce known results rather than engaging students in experiments with the possibility of true discovery. Instead, we need to actively engage students to interest them in STEM and to keep them in the field. Our project uses data ...


Examination Of Student Outcomes In Hsv 3650: Information Literacy, Betty D. Dennis, Debra K. Lindstrom Mar 2018

Examination Of Student Outcomes In Hsv 3650: Information Literacy, Betty D. Dennis, Debra K. Lindstrom

Assessment Fellows Grant

Prior to 2014, faculty from the College of Health and Human Services (CHHS) had observed that students in upper-level health sciences courses did not have the Information literacy skills needed to succeed in upper level-courses and graduate school curricula. To remedy this, faculty from the University Libraries and CHHS developed and implemented a program that requires students to either (a) successfully pass an information literacy pre-assessment examination, or (b) enroll in a two-credit information literacy course (HSV 3650: Information Literacy in Health Sciences). The purpose of this study was to examine how effective HSV 3650 has been in teaching students ...


Measuring Intercultural Competency Of Wmu Study Abroad Students, Lee Penyak, Ryan Rounds Mar 2018

Measuring Intercultural Competency Of Wmu Study Abroad Students, Lee Penyak, Ryan Rounds

Assessment Fellows Grant

Using the Global Perspective Inventory (GPI), this project employs pre- and post-tests to measure the extent that study abroad programs influence the development of intercultural competency, if and how students move from monocultural to multicultural frames of mind, and the impact that international travel experiences have on fortifying the University’s third pillar of global engagement. This information will 1) be shared with current faculty directors to build intercultural learning objectives into program curriculum, 2) help WMU SA revise initial and final study abroad proposals by prospective faculty directors, and 3) be used to restructure pre-departure orientations provided by WMU ...


Does The Past Predict The Future? A Retrospective Statistical Analysis Of Lower Level Course Grades And Program Outcomes At Graduation, Peter A. Gustafson Mar 2018

Does The Past Predict The Future? A Retrospective Statistical Analysis Of Lower Level Course Grades And Program Outcomes At Graduation, Peter A. Gustafson

Assessment Fellows Grant

In this project, a retrospective statistical analysis was completed to try to establish the correlation between low-level engineering courses and several measures of student success at graduation. The intended outcomes of the study include a tool for prediction of GPA at graduation based on sophomore level courses. This tool will be useful for advising to identify at-risk students for early intervention and remediation. Furthermore, the tool will be useful for recruiting, as students who are likely to be successful in graduate programs can be identified and recruited early in their academic careers.


2018 Western Michigan University Assessment In Action Conference, Office Of Assessment And Undergraduate Studies Mar 2018

2018 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 9th Annual WMU Assessment in Action Conference held on March 16, 2018. 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 student supports units.


Creating Great Learning Experiences That Help Students Learn And Succeed, Linda Suskie Mar 2018

Creating Great Learning Experiences That Help Students Learn And Succeed, Linda Suskie

Assessment in Action Conference

Great learning activities have three components that connect to each other: a clear purpose, clear guidelines for activities that engage students, and clear grading criteria. In this fast-paced workshop, we will work through all three.