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Evolution of Institutional Capacity to Support the Assessment- Change-Effectiveness Cycle: An Undergraduate Science Program Case Study Dr. Mary Spencer.

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Presentation on theme: "Evolution of Institutional Capacity to Support the Assessment- Change-Effectiveness Cycle: An Undergraduate Science Program Case Study Dr. Mary Spencer."— Presentation transcript:

1 Evolution of Institutional Capacity to Support the Assessment- Change-Effectiveness Cycle: An Undergraduate Science Program Case Study Dr. Mary Spencer Dr. Chris Lobban Dr. María Schefter Dr. Greg Witteman University of Guam

2 Introduction Pre-assessment of attendees Synthesis of 5 years of student outcomes assessment at UOG (Dr. Spencer) Evaluation and the RISE Program o Background and framework (Dr. Schefter) o Example from the classroom (Dr. Lobban) o Assessment and information technology (Dr. Witteman) Interactive sharing and discussion Wrap-up Post-assessment

3 UOG’s NIH RISE Program RISE program is a broad and flexible grant for student, faculty, and institutional development. Long-term goal is more minority PhDs in biomedical research. Short-term goal is to increase motivation and capacity for biomedical research.

4 UOG’s NIH RISE Program Evaluation is required. Goals/objectives for NIH must be in terms of measurable outcomes for students, faculty, or the institution. Present program includes student apprenticeships in research labs and a science technology classroom, plus faculty development opportunities.

5 How reluctant scientists are getting involved in evaluation Evaluation standards Engaging scientists Goals and measurable objectives Student input Closing the loop

6 The “big picture” In the present paradigm of biology, life is organized into “levels,” – or systems – with each level having “emergent” properties not seen in the parts. Analogous to an institution of higher ed.? The “big picture” of our assessment efforts. Assessment of RISE is multi- level as well as multidisciplinary.

7 Organism (individual bat) Body system (skeletal system) Organ (leg bone) Levels of Organization Part of an illustration in Lobban & Schefter (1997)

8 Courses & workshops Majors University Community Educational outcomes: “levels” for assessment Courses and workshops o Factual conceptual knowledge of course content o Lab skills appropriate to course o Specific training in (e.g.) computer skills o Specialized science reading / writing skills (e.g., lab reports) o Links between course objectives and program / institutional / gen. ed. outcomes

9 Courses & workshops Majors University Community  Majors (Discipline-specific training / education) o Factual / conceptual knowledge of the field o Proficiency in using scientific literature o Ability to perform appropriate data collection /analysis o Apprenticeship experiences in research labs Educational outcomes: “levels” for assessment

10 Courses & workshops Majors University Community  University education o Reading/Writing/Analytical skills (GRE) o Critical Thinking skills o Computer literacy o Presentation skills o General education outcomes Educational outcomes: “levels” for assessment

11 Courses & workshops Majors University Community  Career /  Community level o Career success (as PhD researcher or other) o# Scientific findings o # of PhD researchers o Community service – science ed., biota, (endangered) species survey work Educational outcomes: “levels” for assessment

12 Courses & workshops Majors University Community NIH RISE Program Assessment—change—effectiveness cycle(s)? Assessment Change

13 Grass roots Learning objectives –3 parts (Mager) –Observable behavior (esp. verb… Bloom) –Of what…? –Criteria, e.g., scoring rubric

14 KNOWLEDGE DIMENSION Factual knowledge Conceptual knowledge Procedural knowledge Metacognitive knowledge COGNITIVE PROCESS DIMENSION Remember Understand Apply Analyze Evaluate Create

15 Source: Anderson, L.W. & D.R. Krathwohl

16 Grass roots Strengths and Weaknesses  Student self ratings  Faculty ranking of skills by courses

17

18 Pooled results of detail questions

19 Faculty assessment of skills for courses: A. Students need this skill as a prerequisite. B. Students need basic skill and I help them with it. C. I teach students this. D. Could be helpful in the course but not necessary. Cross out if skill is not useful in your course Also please: Put a star by the number if you think students will need this skill in most graduate biomedical/behavioral programs

20 Introduction Pre-assessment of attendees Synthesis of 5 years of student outcomes assessment at UOG (Dr. Spencer) Evaluation and the RISE Program o Background and framework (Dr. Schefter) o Example from the classroom (Dr. Lobban) o Assessment and information technology (Dr. Witteman) Interactive sharing and discussion Wrap-up Post-assessment

21 Typical syllabus Week 1Chapter 1 Week 2Chapter 2 Week 3Chapter 4

22 Revised syllabus Week 1Understand Chapter 1 topics Week 2Understand Chapter 2 topics Week 3Understand Chapter 4 topics

23 Source: Anderson, L.W. & D.R. Krathwohl

24 Your understanding will be tested through your skills in: ointerpreting – e.g., changing classification diagrams into text or vice versa; reading graphs; oexemplifying – e.g., giving an example of … oclassifying – e.g., being able to classify the trophic level of an animal from a food web diagram osummarizing – e.g., Be able to summarize the process by which Darwin arrived at his hypothesis of atoll formation. oinferring – e.g., draw a logical conclusion from presented information ocomparing – e.g., determine how similar things are as a criterion for applying analogy; oexplaining – e.g., explain the cause of drought during El Nino  To gain an understanding of Pacific Island environments and the ecological principles on which they operate: the ecosystems (reefs, forests, savanna, wetlands); the biological, physical, and chemical processes and interactions that regulate these systems; and the ways in which humans affect and are affected by the natural environment.

25 Understand the scientific process Darwin used and how his hypothesis of atoll formation was tested. Be able to summarize the process by which Darwin arrived at his hypothesis. (Do NOT state or explain his hypothesis.) Be able to explain why Darwin’s model of atoll formation was a scientific hypothesis (i.e., not a belief/statement of faith, nor idle speculation); Using Darwin’s hypothesis, be able to infer the relative ages of two oceanic islands given maps of them. Be able to recall what was done to test Darwin’s hypothesis. Became…

26 Evaluation Plan to Determine Program Outcomes (NIGMS-MORE) Describe formative evaluations--these are evaluations carried out during the course of implementing activities to assess its suitability for the need. Describe summative evaluations--these evaluations are carried out at the end of the activity to assess the outcome. Discuss the use of qualitative and quantitative data collection methods. State when in the course of implementing the activity data will be collected. State any plans to make a mid-course modification of activities if formative evaluations indicate a need to change. Provide examples of questionnaires to be used to collect qualitative improvements such as perceptions of participants. State how data will be analyzed and provide the types of statistical methods to be used, if any, to test the reliability of the data. Identify who will collect and analyze the data and provide credentials of the person(s) selected for collection and analysis of data. Source: NIGMS-MORE Division

27 Source: Anderson, L.W. & D.R. Krathwohl

28 Introduction Pre-assessment of attendees Synthesis of 5 years of student outcomes assessment at UOG (Dr. Spencer) Evaluation and the RISE Program o Background and framework (Dr. Schefter) o Example from the classroom (Dr. Lobban) o Assessment and information technology (Dr. Witteman) [Click to continue slide show or to download next ppt file]continue slide show download Interactive sharing and discussion Wrap-up Post-assessment


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