Assessments - Year 2
Task 1 Activities
To emphasize Task 1 goals, the new First Year Experience (FYE) model incorporates several Title III activities and serves to facilitate the transfer of proven practices (developed through the grant) into sustainable mainstream programs for new students. Accordingly, the FYE program will be assessed holistically as a program to demonstrate both impact and opportunities for improvement.
View the Task 1 model
View the current draft of the full FYE Assessment Design
Task 1.1.1 Summary
Effectively delivered by staff and popular among participants, the Career Workshops do appear to have demonstrated a positive, albeit slight impact on retention after one year. Moreover, these activities could significantly impact retention if deployed on a larger scale, and if delivered through improved strategies as outlined by the program staff. Our central findings can be summarized as follows.
View the Executive Summary for the Summative Assessment report
Task 1.1.2 Summary
A continuation of the Task 1 elements we revised last year into the New Student Success Plan, part of the already existing institutional assessments of tutoring, at risk student advisement plans and other services. Additional resources developed initially for the at risk groups identified by the university were also migrated to an online Advisement Center site available to the mainstream student body, and a general e-links student information site.
Task 1.1.3 Summary
As an extension of this task a new on-line academic skills curriculum was developed to assist new students, especially freshmen; and a total of 1,574 students were enrolled in this supplemental instruction, and of these, 1,436 (91%) were freshman.
View the Executive Summary for the Formative Assessment report
Task 1.1.4 Summary
A new on-line curriculum was developed to assist students from our identified risk groups. A total of 78 at-risk students participated in the supplemental instruction, thereby achieving 156% of the 50 participant benchmark designated for this task.
View the Executive Summary for the Formative Assessment report
Task 1.1.5 Summary
A series of Summer Institutes were developed to serve specific areas of instructional staff development related to engaging students and facilitating their success. A total of 68 individuals attended these professional development events, thereby achieving 170% of the 40 participant benchmark designated for this task.
Many of the materials developed for the institutes were subsequently migrated to the online Teaching and Learning Center resource site. Institute participants created individual action plans; and follow up sessions were held to report back on successes and/or seek assistance with opportunities for improvement.
Writing to Learn Institute: June 14 and 15, 2006 (20 participants)
The Writing to Learn Institute's focus was improvement of knowledge and abilities related to integrating more and/or improved writing assignments into their instruction. Besides increased understanding, participants left with guidelines for planning, developing and implementing writing assignments and assessments for their courses.
View the Executive Summary for the Formative assessment report
Student Centered Institute: June 6, 7 and 8, 2006 (15 participants)
The Student Centered Learning/Teaching Institute was designed toward improvement in the participants’ knowledge and abilities related to integrating more and/or improved engagement activities into their instruction.
View the Executive Summary for the Formative Assessment report
New Instructor Workshop: August 22-24, 2006 (33 participants)
As a group, new instructors participated in activities related to course development and technological integration.
View the Executive Summary for the Formative Assessment report
Ongoing Professional Development Follow-up Training
Nine weekly professional development events were produced and offered to serve the general population of instructors on campus. These events were also designed to provide a way to keep new faculty engaged with one another for mutual support and also interact with a wider variety of more experienced and engaged instructors outside their home department.
View the description of events
Task 2 Activities
There are two primary activities associated with Task 2, and each is dedicated to improving assessment of learning on campus.
View the Task 2 model
Task 2.1.1 Summary
The electronic learning portfolio (e-portfolio) will eventually evolve into a standardized means for assessment of learning within majors on campus, and serve to improve learning as well. The learning e-portfolio is organized around program outcomes that are aligned to competencies a specific major has deemed important for graduates to possess. Thus it will provide a "big picture" template for students to understand the interrelatedness of the curriculum and their learning across classes and also provides the program a tool to assess learning at multiple levels (individual, course and program).
View the e-Portfolio Faculty Support Site
View the e-Portfolio Student Support Site
Go directly to the Folio21 Site
Task 2.2.1 Summary
The Assessment Institute goal was improvement in participant knowledge and abilities related to simplifying assessment process for efficiency, and using assessments to support a variety of decision-making needs. Besides increased understanding regarding assessment practices, participants left with tangible resources for planning, developing and implementing assessments for their courses/programs.
View the Executive Summary for the Formative Assessment report
e-Scholar Program Assessment Plan 2006-07
As part of Task 2.2.1 goals, the e-Scholar Program provides support for graduate and undergraduate programs and utilizes several Title III activities. The e-Scholar program will be assessed as a program to demonstrate both impact and opportunities for improvement.
View the e-Scholar Assessment Plan
View the e-Scholar Actions and Results
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The University of Wisconsin-Stout gratefully acknowledges financial assistance from the
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