This document proposes assessing the outcomes of an interfaith living learning community (LLC) at a university. It will measure both interfaith outcomes like identity, purpose, and beliefs, as well as typical LLC outcomes like critical thinking and civic engagement. Students will complete pre- and post-tests to evaluate growth. The LLC will include clustered courses and faculty involvement. Assessment data from surveys and journals will evaluate the program's efficacy in promoting interfaith understanding and student development. Results will be shared formally and creatively to various university stakeholders and the public.
A Missing Link? Self-Efficacy and Employability: The Role of Coaching in Rais...Joanna Molyn
This study will investigate the link between coaching, self-efficacy and job-seeking behaviour of accounting students at the University of Greenwich. Self-efficacy is a person’s belief or expectation that he or she can successfully perform some behaviour or behaviours (Bandura, 1977). It will examine whether coaching can be used in an educational context to change students' self-efficacy beliefs in order to increase their employability efforts (attempts to seek employment). It will use a quasi-experimental mixed method research design; combining interviews (to discover students' self-efficacy beliefs) with quantitative measures of students' pre- and post- coaching intervention self-efficacy and job-seeking behaviour levels.
The main focus of this study is to establish whether affecting students self-efficacy increases their employability efforts (attempts to seek employment or job-seeking behaviours) and whether coaching can be used as a self-efficacy increasing tool in the Higher Education (HE) sector. Coaching has not been used, until recently, in an educational context.
The main contributions of this study will be establishing the link between self-efficacy and students' efforts to seek employment, about confirming whether coaching is effective in raising self-efficacy of students and, more generally, about the role of coaching and self-efficacy in Higher Education.
Higher fees and low economic growth forced governments to impose employability on HE institutions’ agendas (HEA, 2012). Employability is a set of attributes and skills that helps students to find employment. Self-efficacy is an important dimension of employability (Knight & Yorke, 2006). Coaching is a tool that helps to build self-efficacy (Baron et al, 2011). Accounting students face negative stereotypes, mismatch of skills and a lack of ability to embrace the employability skills they need in order to succeed (Jones, 2010).
Empirical data will be collected from undergraduate accounting students from the University of Greenwich. This research focuses on the accounting students but its methodological approach can be used for any other group of students.
Would you like to read more education research papers like the one summarized above on Educational Assessment issues? If so view more at: http://www.bestessayservices.com/blog/sample-education-research-paper-on-educational-assessment-issues/
A Missing Link? Self-Efficacy and Employability: The Role of Coaching in Rais...Joanna Molyn
This study will investigate the link between coaching, self-efficacy and job-seeking behaviour of accounting students at the University of Greenwich. Self-efficacy is a person’s belief or expectation that he or she can successfully perform some behaviour or behaviours (Bandura, 1977). It will examine whether coaching can be used in an educational context to change students' self-efficacy beliefs in order to increase their employability efforts (attempts to seek employment). It will use a quasi-experimental mixed method research design; combining interviews (to discover students' self-efficacy beliefs) with quantitative measures of students' pre- and post- coaching intervention self-efficacy and job-seeking behaviour levels.
The main focus of this study is to establish whether affecting students self-efficacy increases their employability efforts (attempts to seek employment or job-seeking behaviours) and whether coaching can be used as a self-efficacy increasing tool in the Higher Education (HE) sector. Coaching has not been used, until recently, in an educational context.
The main contributions of this study will be establishing the link between self-efficacy and students' efforts to seek employment, about confirming whether coaching is effective in raising self-efficacy of students and, more generally, about the role of coaching and self-efficacy in Higher Education.
Higher fees and low economic growth forced governments to impose employability on HE institutions’ agendas (HEA, 2012). Employability is a set of attributes and skills that helps students to find employment. Self-efficacy is an important dimension of employability (Knight & Yorke, 2006). Coaching is a tool that helps to build self-efficacy (Baron et al, 2011). Accounting students face negative stereotypes, mismatch of skills and a lack of ability to embrace the employability skills they need in order to succeed (Jones, 2010).
Empirical data will be collected from undergraduate accounting students from the University of Greenwich. This research focuses on the accounting students but its methodological approach can be used for any other group of students.
Would you like to read more education research papers like the one summarized above on Educational Assessment issues? If so view more at: http://www.bestessayservices.com/blog/sample-education-research-paper-on-educational-assessment-issues/
The Ostrich Problem: Student Self-Handicapping as Illustrated by VLE ActivityPaul Grey
Previous research (e.g. Rhodewalt & Davison, 1986) suggests that some students may self-handicap the chance of academic success by adopting non-engagement strategies to preserve self-esteem. To avoid attributions regarding ability and emotions associated with failure, students may fail to access course material or prepare adequately for an exam (Thomas & Gadbois, 2007). This provides temporary relief but induces further self-doubt when grades are released, and necessitates additional self-handicapping.
This study sought to explore student usage of a virtual learning environment (VLE), and establish reasons behind engagement and lack of engagement with the system. Quantitative data of student VLE activity for academic year 2012-13 were collected for Psychology and Counselling modules of a joint degree.
Patterns of VLE activity were consistent across the joint disciplines with higher activity at Level 4 than 5 or 6. Overall activity for Psychology was slightly higher, particularly at Level 4, likely attributed to new students learning a more technical subject. However, there was disparate activity across the Psychology modules. Analysis of Level 5 modules showed that student usage for Cognitive Psychology (1,612 hits) was far lower than for Social (3,389), Biological (3,511), Developmental (3,204), or Individual Differences (2,889).
As Cognitive and Social Psychology are Level 5 modules in the same semester assessed by exam they offer a convenient commensurate comparison. Social shows higher levels of VLE activity throughout (mean activity per month 403 vs. 847 hits). Both modules follow the same monthly pattern of moderate initial VLE activity (358 vs. 577 hits respectively) with a progressive drop-off (162 vs. 364 hits in month two, and 89 vs. 190 hits in month three), and peak usage shortly before the exam period (1003 vs. 2258 hits). Additionally, over 75% of students failed to access VLE material for Cognitive seminars compared to peak non-engagement of 42% for Social.
Students often consider Cognitive Psychology a ‘difficult’ module and these data indicate that some students may be guilty of self-handicapping by failing to engage with resources. This is supported by comparative exam pass rates with Cognitive (75%) considerably lower than Social (89%), and also by lower mean exam scores (Cognitive = 52% ; Social = 60%).
Cognitive Processes and Performance, and Abnormal Psychology, at Level 6 also show relatively low mean VLE activity, suggesting self-handicapping may be a general problem for ‘difficult’ modules. Further research is required to establish whether this behaviour is exhibited across cohorts.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Tsipporah Top of FormResults of the EvaluationThe results of.docxwillcoxjanay
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
The Ostrich Problem: Student Self-Handicapping as Illustrated by VLE ActivityPaul Grey
Previous research (e.g. Rhodewalt & Davison, 1986) suggests that some students may self-handicap the chance of academic success by adopting non-engagement strategies to preserve self-esteem. To avoid attributions regarding ability and emotions associated with failure, students may fail to access course material or prepare adequately for an exam (Thomas & Gadbois, 2007). This provides temporary relief but induces further self-doubt when grades are released, and necessitates additional self-handicapping.
This study sought to explore student usage of a virtual learning environment (VLE), and establish reasons behind engagement and lack of engagement with the system. Quantitative data of student VLE activity for academic year 2012-13 were collected for Psychology and Counselling modules of a joint degree.
Patterns of VLE activity were consistent across the joint disciplines with higher activity at Level 4 than 5 or 6. Overall activity for Psychology was slightly higher, particularly at Level 4, likely attributed to new students learning a more technical subject. However, there was disparate activity across the Psychology modules. Analysis of Level 5 modules showed that student usage for Cognitive Psychology (1,612 hits) was far lower than for Social (3,389), Biological (3,511), Developmental (3,204), or Individual Differences (2,889).
As Cognitive and Social Psychology are Level 5 modules in the same semester assessed by exam they offer a convenient commensurate comparison. Social shows higher levels of VLE activity throughout (mean activity per month 403 vs. 847 hits). Both modules follow the same monthly pattern of moderate initial VLE activity (358 vs. 577 hits respectively) with a progressive drop-off (162 vs. 364 hits in month two, and 89 vs. 190 hits in month three), and peak usage shortly before the exam period (1003 vs. 2258 hits). Additionally, over 75% of students failed to access VLE material for Cognitive seminars compared to peak non-engagement of 42% for Social.
Students often consider Cognitive Psychology a ‘difficult’ module and these data indicate that some students may be guilty of self-handicapping by failing to engage with resources. This is supported by comparative exam pass rates with Cognitive (75%) considerably lower than Social (89%), and also by lower mean exam scores (Cognitive = 52% ; Social = 60%).
Cognitive Processes and Performance, and Abnormal Psychology, at Level 6 also show relatively low mean VLE activity, suggesting self-handicapping may be a general problem for ‘difficult’ modules. Further research is required to establish whether this behaviour is exhibited across cohorts.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Tsipporah Top of FormResults of the EvaluationThe results of.docxwillcoxjanay
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
Talk given at Youth-Nex, at the University of Virginia. During the last decade, there have been significant advances in social and emotional learning (SEL) research, practice, and policy. This talk will highlight key areas of progress and challenges as we broadly implement school-family-community partnerships to foster positive behavioral, academic, and life outcomes for preschool to high school students. My goal for this presentation is to provide a foundation to foster group discussion about future priorities for the next decade.
Presented at the Service to Leadership workshop - TSU AWC on Monday, August 22, 2011 by Dr. Sue Fuller, director, Center for Service Learning and Civic Engagement at TSU.
This presentation was designed for a project 3.3 in my English 333 class (technical writing). The project was given to the class with the goal of addressing an issue in the community. The issue I addressed was the lack of a proper mentor-ship program at University of Southern Mississippi.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
A framework for raising and supporting the dreams of young people in regional...Wes Heberlein
Young people in regional and rural areas of Australia are entering an ever-changing, highly technological and complex world after school. This challenging environment can limit their opportunities to successfully engage in the world of work. These significant disruptions have challenged the previously held notions of career preparedness for school students and reinforced geographical disadvantage experienced by those in regional and rural Australia. In taking a long-term outlook to future-proofing the career aspirations of the next generation, the CQUniversity Widening Participation Program designed a Learner Progression Framework for career development. The Framework supports students across upper primary and secondary school to understand challenges they face and use their increased awareness to navigate their path to the workforce. Through working in partnership with schools, programs were developed that were grounded in the four phases of the Learner Progression Framework; Introductory (Year 6 & 7), Personalised (Year 8-12), Transition (1st Year university) and Career (2nd- 4th Year university). This long-term immersive delivery of careers education programs to schools has resulted in building individual’s capacities for success in higher education. Fundamental to such careers education programs are raised aspirations and increased self-awareness. This authentic connection between the school and higher education sectors represents a genuine engagement to create a future that works for young people in regional and rural Australia through acknowledging young people’s voice and engendering confidence in their aspirations.
Similar to Assessing spiritual development in an interfaith living learning (20)
A framework for raising and supporting the dreams of young people in regional...
Assessing spiritual development in an interfaith living learning
1. ASSESSING SPIRITUAL DEVELOPMENT IN
AN INTERFAITH LIVING LEARNING
COMMUNITY
Anil Shetty
EDH 5068 – Outcomes of Undergraduate Education
2. INTERFAITH
Interfaith: promotion of religious diversity and
interaction among individuals and groups, both
religious and secular
Campus climate studies show a glaring lack of
interaction between religious and non-religious
students (Patel & Meyer, 2011)
College is a time of transition in beliefs, values, and
commitments (Dalton & Crosby, 2007)
Connection to values and moral development
3. WHY AN INTERFAITH LIVING
LEARNING COMMUNITY?
Campuses are still looking for best practices and
innovative approaches in regards to implementation
of “Interfaith”
Living learning communities (LLCs) are high-impact
programs that have a track record of success
(Kuh, 2008)
Comprehensive in and out of classroom learning
environments that foster student engagement with
faculty, peers, and curriculum (Brower & Kettinger, 1998)
4. OUTCOMES TO BE MEASURED
Interfaith Outcomes-
Identity – Who am I?
Destiny / Calling –
Where am I going?
Personal Faith – What
can I believe in?
Wholeness – How can I
be happy?
Mattering – Will my life
make a difference?
LLC Outcomes –
Critical Thinking
Application of
Knowledge
Commitment to Civic
Engagement
Smooth Academic
Transition
Smooth Social
Transition
5. ASSESSMENT PROCEDURE
Both sets of outcomes will be assessed using a
pretest and posttest to determine growth
Using the conceptual framework of Inputs-
Environments-Outputs:
Inputs
Fixed (assumed to remain stable) attributes:
gender, race, ethnicity, socioeconomic status, parents’
occupation, and language spoken
Other: GPA, SAT/ACT score, class ranking, student’s
precollege aspirations, expectations, and perception of college
experience
Pretest: Student Survey (example to be shown later)
6. ASSESSMENT PROCEDURE
(CONTINUED)
Using the conceptual framework of Inputs-
Environments-Outputs:
Environment: Interfaith LLC
Using assessment based off of the National Study of Living-
Learning Programs (NSLLP) measuring student perceptions to
determine efficacy of program.
End of Academic Year Survey:
Ranking importance of reasons on why participating in the
LLC was important to them
Quantitatively scored on a scale of 1-5
Allows us to assign numerical value in relation to five LLC
outcomes listed earlier
Identical process for statements related to “Interfaith”
outcomes listed earlier
7. EXAMPLES OF SURVEY ITEMS
Statements of Why Students Participate in LLC:
To help other people
To feel personal satisfaction
To improve society as a whole
To work with people different from me
Statements Pertaining to Interfaith Outcomes:
I feel comfortable answering questions about myself
I know how to find happiness
Living a life of purpose is important to me
I know how to address others about my views on
religion and spiritiuality
8. IMPLEMENTATION
Interfaith LLC will include characteristics of a
residential learning community, clustered courses,
first-year interest groups (FIGs) and team-taught
courses
Gain insight and practices from Interfaith LLCs at
Dartmouth College & Northwestern University
Assessment will be done throughout the student
experience as informal focus group interviews will
be conducted and students will be asked to keep
reflection journals as part of coursework
9. IMPLEMENTATION (CONTINUED)
Marketing of Interfaith LLC to incoming class of
freshman
Collaboration between the areas of Residence Life,
Multicultural/Diversity Affairs, and Leadership/Social
Change/Civic Engagement for professional staff to get
involved
Recruitment of faculty who teach/research topics related
to interfaith
Expansion:
Second and third year LLCs
Expanding the number of students part of the LLC
10. TAKEAWAYS
What to Expect:
A successful launch of an innovative program addressing
several needs of higher education
Growth of students in their own self-awareness and cognitive
outcomes that will impact their academic experience
Excellent student satisfaction in participating in the program
Who to Share Results With:
Those responsible for marketing/recruitment of program
Division of Student Affairs
Institutional stakeholders (faculty, President, Provost, Board
of Governors)
Public – for accountability and marketing purposes
11. HOW TO REACH AUDIENCES
Formal assessment report
Will include student population, methodology
used, program characteristics, results, statistics, student
testimonials, and analysis for the future
Creative forms of publishing:
Presentations across campus
Videos
Social Media
This ensures we hit all audiences and accounts for
different learning styles
