Evaluation Of Student Outcomes Research Articles

Implementing a School-Wide Trauma-Informed Education Approach: An Evaluation of Student-Outcomes during the First Year of Implementation

Implementing a School-Wide Trauma-Informed Education Approach: An Evaluation of Student-Outcomes during the First Year of Implementation

The Impact of Appropriate Planning and Robust Evaluation Strategies on Continuous Improvement of Student Learning

This paper discusses a unified framework for systematic assessment and evaluation of student outcomes for a modern computer science (undergraduate) program seeking ABET accreditation. The framework uses a carefully designed sampling plan, informed by robust analysis and experiences over more than five years, to evaluate and assess student outcomes. The proposed framework is expected to enhance student learning and faculty satisfaction. The effectiveness of the proposed framework is validated using direct and indirect assessment data gathered from different stakeholders. Moreover, two consecutive, full six-years each, ABET accreditations (2013-2019 and 2019-2025) ascertain the robustness of the proposed framework.

Policy Document on Evaluation of Student Outcomes, Program Intended Learning Outcomes and Faculty Loading in Higher Quality Accredited Institutions

Policy Document on Evaluation of Student Outcomes, Program Intended Learning Outcomes and Faculty Loading in Higher Quality Accredited Institutions

Institutionalizing Continuous Improvement Plan for Program Assessment

Continuous improvement is a corner stone of a quality engineering or engineering technology program. Accreditation Board of Engineering and Technology requires that a well-planned and implemented continuous improvement plan should be in place.A successful continuous improvement plan that is institutionalized is self-driven and does not require external stimuli. For example, if an outcome assessment goal is not reached in an academic term, a sequence of events/actions are set in motion to address the deficiency. Evidence of existence of an institutionalized continuous improvement plan include but not limited to: A timeline of repeated activities related to the assessment and evaluation of student outcomes, agreed upon performance indicators to assess learning outcomes, systematic data collection focusing on direct evidence of student performance related to the student outcomes. Various data streams feeding into the assessment plan may include, course assessment data, senior exit survey, alumni and employer survey, internship reports and feedback from industrial advisory boards.

Balancing Academic Rigor and Creative Thinking: A Transformational Approach to Teaching Senior Design.

Innovation arises from creativity. "Thinking outside the box" has long been seen as a necessary precursor to innovation and invention in engineering. However, creativity is rarely part of traditional engineering curricula. In 2015, our group began to explore integrating theater-based creativity methods into bioengineering capstone design. Evaluation of student outcomes was encouraging, so we continued to develop the course in 2016 and 2017. As we worked to refine the pedagogical process, we discovered tensions (real or perceived) between providing academic rigor and allowing students to embrace their creativity; for instance, we experienced some resistance from engineering faculty and students toward adopting methods they viewed as "artsy" or lacking academic rigor. Here, we discuss the tensions we observed offer potential ways to mitigate such tensions and begin to consider how to expand on our successes.

Policy Document on Evaluation of Student Outcomes, Program Intended Learning Outcomes and Faculty Loading in Higher Quality Accredited Institutions

This Policy report guarantee that all its Program contributions are fit-for-reason and that its alumni have the information, aptitudes and capabilities expected upon fruitful finish of their Program, through an intermittent appraisal and assessment of explicit Student Outcomes and Program Intended Learning Outcomes laid out for each Program. The Policy Document necessitates that appraisal and assessment of understudy results are done toward the finish of every semester. Understudy Outcomes and Program Intended Learning Outcomes are evaluated utilizing the accompanying strategies, if pertinent: 1) direct appraisal by the staff for chosen courses; 2) senior leave review; 3) evaluation of the Student Outcomes and Program Intended Learning Outcomes for terminal task/look into undertaking course(s); 4) self assessment overview on Student Outcomes and Program Intended Learning Outcomes by the understudies; and 5) understudy's practicum boss' assessment of the Student Outcomes and Program Intended Learning Outcomes.

Assessment and Evaluation Framework with Successful Application in ABET Accreditation

The development of reliable and easy-to-deploy assessment plans are a world-wide concern of academic programs. The cultivation of a culture of assessment or engaging in an accreditation effort is dependent on the development of effective assessment frameworks. Examining large variety of sources and using different tools challenge the applicability of assessment plans and can prove to be major hurdles. In this paper, a unified framework is proposed that enables the assessment and evaluation of student outcomes, at the program level, and evaluating student performance as well. The proposed framework identifies a set of courses to be assessed using direct tools. The tools enable measurements of attainment scores at the course learning outcomes, performance indicators, and student outcome levels to create a paradigm for unified assessment. The framework was deployed within a two cycles application and led to a successful accreditation of a computer engineering program by ABET.

A cooperative assessment and evaluation scheme of ABET student outcomes in ECE program at Sultan Qaboos University: a case study

The development and implementation of a systematic process for the assessment and evaluation of student outcomes (SOs) in the electrical and computer engineering (ECE) program at Sultan Qaboos University (SQU) in Oman is described in this case study. Unlike in other programs aiming for ABET accreditation, the process is based on a cooperative and acquiescent approach that involves most of the faculty members, while a majority of faculty members take part in the evaluation process. To achieve this, SO focus groups of faculty members have been formed. Each focus group is chaired by a faculty member who coordinated a SO focus group. An SO focus group is composed of three to four members who carry out the evaluation of the SO. Moreover, for each course, course focus groups were formed to take the responsibility of implementing the recommendations on the respective courses. The proposed strategy led to a systematic continuous improvement process of the ECE program at SQU.

A cooperative assessment and evaluation scheme of ABET student outcomes in ECE program at Sultan Qaboos University: a case study

The development and implementation of a systematic process for the assessment and evaluation of student outcomes (SOs) in the electrical and computer engineering (ECE) program at Sultan Qaboos University (SQU) in Oman is described in this case study. Unlike in other programs aiming for ABET accreditation, the process is based on a cooperative and acquiescent approach that involves most of the faculty members, while a majority of faculty members take part in the evaluation process. To achieve this, SO focus groups of faculty members have been formed. Each focus group is chaired by a faculty member who coordinated a SO focus group. An SO focus group is composed of three to four members who carry out the evaluation of the SO. Moreover, for each course, course focus groups were formed to take the responsibility of implementing the recommendations on the respective courses. The proposed strategy led to a systematic continuous improvement process of the ECE program at SQU.

A Capstone Course with a Comprehensive and Integrated Review of the Pharmacy Curriculum and Student Assessment as a Preparation for Advanced Pharmacy Practice Experiences

To create a capstone course that provides a comprehensive and integrated review of the pharmacy curriculum with a broad range of assessment tools to evaluate student knowledge and skills as a final preparation prior to beginning fourth-year advanced pharmacy practice experiences (APPEs). The capstone course was a 4 credit-hour, case-based course. Eight comprehensive cases were assigned to students over the course of the term. The cases were designed to mimic complex clinical scenarios that students were likely to encounter during an APPE. Students were required to prepare a written and oral presentation for each case and were assessed on material covered during the cases. Faculty members presented weekly reviews on selected topics such as calculations, pharmacokinetics, and pharmaceutical compounding. At the end of the course, students took an observed structured clinical examination (OSCE), which simulated the Georgia Board of Pharmacy Practical Examination, and a comprehensive examination designed to mimic the NAPLEX (North American Pharmacy Licensure Examination). Evaluation of student outcomes was based on written and verbal presentations of the cases, multiple-choice examinations, a short-answer calculations examination, an "Errors and Omissions" examination, a standardized patient encounter, and pharmaceutical compounding examinations. Ninety-five percent of students successfully passed the course on their first attempt. Student feedback indicated satisfaction with the depth, breadth, and organization of material covered and felt that the course helped prepare them for APPEs. The culminating experience of the capstone course gave students a thorough review of practical, clinical, and communication skills and provided faculty members with feedback regarding the curriculum through robust assessment.

Developing and qualifying Civil Engineering Programs for ABET accreditation

The ABET Criteria for Accrediting Engineering Programs are based upon the knowledge, skills and behavior that students acquire in a program through the curriculum. The acquired knowledge, skills and behavior are considered as student outcomes (SOs). Consequently, the program needs to set its own SOs to achieve program educational objectives (PEOs). The achievement of the program goals and objectives is verified by the assessment and evaluation of SOs and PEOs. In this paper, a general development process of engineering programs for accreditation and establishment process is discussed in detail. This process is applicable to satisfy the ABET Criteria 2014 for accrediting new and existing B.Sc. Engineering Programs. The process can result in adjusting the PEOs, SOs and curriculum accordingly.

Implementing Team-Based Learning in a Nurse Practitioner Curriculum

Team-based learning (TBL) is an innovative, learner-centered teaching strategy that promotes active learning. The authors describe their experience with implementing TBL in an adult-gerontology acute and primary care course for nurse practitioners as well as their evaluation of student outcomes.

The NLN's Fair Testing Imperative and Implications for Faculty Development

IN A FEW SHORT MONTHS, THOUSANDS OF NURSING STUDENTS WILL BE TAKING THEIR FINAL EXAMS AND PREPARING FOR GRADUATION. Many nursing programs use standardized tests to help predict their students' likelihood of being successful on the licensure examination. In approximately 20 percent of all nursing programs, students are required to achieve a minimum score on standardized tests to graduate from the program and take the licensure examination, regardless of how well they mastered their required nursing courses. Such high-stakes testing is frequently used by programs as one means by which to ensure high first-time-taker pass rates on the NCLEX-RN[R]. The negative outcomes for students can be significant, and it is for this reason that the NLN undertook a process to write a Vision Statement, Testing Imperative in Nursing Education, and develop Fair Testing Guidelines. The NLN's guidelines recognize the importance of the faculty role in evaluating student outcomes. In part, they state: * Faculty are ethically obligated to ensure that tests and decisions based on tests are valid, evidence-based, consistent, and fair to all test takers regardless of the learner's personal characteristics. * Faculty have the responsibility to assess students' abilities to practice nursing while recognizing that strategies used to assess learning are limited and imperfect. * Multiple approaches for assessing student knowledge and clinical abilities are particularly critical when high-stakes decisions, such as student progression or graduation, are based on the assessment. * Tests and other evaluative measures are to be used to evaluate student achievement, as well as support student learning, improve teaching, and guide program improvements. * Faculty must have access to comprehensive testing, administration, and evaluation information before they administer or write policies regarding the use of standardized tests. Faculty have the responsibility to inform students about the purpose of standardized testing and its consequences. It is clear from these guidelines that the evaluation of student outcomes is complex and multifaceted. I encourage you to review these documents (online at www.nln.org/aboutnln/livingdocuments/pdf/ nlnvision_4.pdf and www.nln.org/facultyprograms/facultyresources/ fairtestingguidelines) and begin a series of conversations among your faculty that addresses the recommendations and how they apply to your nursing program. I feel such faculty conversations are absolutely essential to raise the quality of evaluation processes currently in use in our nursing programs. …

Evaluation of student outcomes in online vs. campus biostatistics education in a graduate school of public health

ObjectiveTo compare student outcomes between concurrent online and on-campus sections of an introductory biostatistics course offered at a United States school of public health in 2005. MethodsEnrolled students (95 online, 92 on-campus) were invited to participate in a confidential online survey. The course outcomes were compared between the two sections adjusting for differences in student characteristics. ResultsSeventy-two online (76%) and 66 (72%) on-campus enrollees participated. Unadjusted final exam scores for the online and on-campus sections were respectively 85.1 and 86.3 (p=0.50) in term 1, and 87.8 and 86.8 (p=0.51) in term 2. After adjustment for student characteristics, the average difference in scores between the two sections was −1.5 (95% CI: −5.4, 2.5) in term 1, and 0.8 (95% CI: −2.7, 4.3) in term 2. ConclusionsThe results demonstrate that online and on-campus course formats of an introductory biostatistics course in a graduate school of public health can achieve similar student outcomes.

Quantitative Literacy: Does it Work? Evaluation of Student Outcomes at Colby-Sawyer College

Colby-Sawyer College has adopted a mission for quantitative literacy (QL) to give students the “necessary skills to understand and use quantitative information in their personal and professional lives.” We have implemented an across-the-curriculum approach to develop these skills. As part of this QL program, we administer two assessment tests, one in basic mathematical skills and one that applies those skills, plus an attitude survey to both freshmen and seniors. Three years of data show that seniors score about 10 percentage points higher than freshmen on these tests. However, seniors still scored below 55 percent on both tests, and many cannot answer what we feel are questions that an informed citizen should be able to answer. As evaluation of progress in quantitative skills becomes more common, we suspect that similar results will be found at other colleges. We propose that this deficit in skills results from a lack of practice of the skills students learned before college or a reliance on calculators for simple calculation. If we want to improve the QL preparation of college students, we suggest that there needs to be more widespread evaluation of QL skills at the college level, an increase in QL teaching and learning in the college curriculum, and collaboration with educators at the pre-college level.

Nurse educators’ teaching of codes of ethics

Although codes of ethics are thought to be an important element of nursing ethics curriculum research focusing on nurses' codes is scarce and negligible in the area of education. This study explores Finnish nurse educators' teaching of codes of ethics. A total of 183 nurse educators from polytechnics providing basic nursing education in Finland answered a structured questionnaire with one open-ended question. The data was analysed statistically by SPSS and by content analysis. The responding educators' teaching of the codes was rather extensive. The focus of teaching was on the nurse-patient relationship. Nursing in a wider social context was less emphasized. Integrated teaching was the prevalent teaching format. Educators' use of teaching and evaluation methods was fairly narrow aiming at a student-centred approach. Educators' knowledge of the codes was mainly based on informal learning. The majority assessed their knowledge as adequate for teaching the codes. Educators who were motivated to build their knowledge voluntarily also taught the codes more. Educators assessed nursing students' knowledge and ability to apply the codes as mediocre. Organization of integrated teaching, objective assessment of nurse educators' competence to teach the codes, and evaluation of student outcomes need further exploring.

Putting the fire in science education: The muse of fire project focuses student interest in science using region‐specific biology

The Muse of Fire project hypothesizes student interest in science education will improve by highlighting topics with which students have personal interactions. The fiery sting of the red imported fire ant, Solenopsis invicta, is such a topic for many students in the United States and internationally. Five teams of faculty, high school teachers and undergraduate students developed high school lesson plans investigating aspects of S. invicta biology and venom alkaloids. Ecological relationships; symbiosis with the insect bacterium, Wolbachia; human health impact; toxicological; and microarray analysis of genetic responses to, S. invicta venom alkaloids were targeted. Field activities and advanced science and biomedical topics (eg., PCR, gel electrophoresis, microarray analysis, statistical treatment of data) are introduced in the high schools and supported by university faculty. Each lesson is specifically linked to published curriculum standards. Lessons are currently being piloted in five public school sites in both urban and rural school districts. Evaluation of student outcomes will continue through 2010. The Muse of Fire models inter‐institutional, multi‐disciplinary collaboration in which a topic of regional fascination is utilized to enhancement of inquiry‐based high school science education. (Supported by Howard Hughes Medical Institute)

Assessing the value of climate assessments: Progress and future directions.

The authors synthesize existing climate research and climate instruments, as well as introduce several frameworks to help educators understand how institutions and researchers have assessed diversity in the college environment. Over 90 instruments were reviewed and examined for their attention to multiple dimensions of the campus climate, diversity initiatives, and outcomes measures that capture students’ values, skills, and knowledge for participation in a diverse society. Frameworks presented include a broad definition of the campus climate, a typology of campus initiatives based on an inventory of campus practice, and a typology of representative outcomes that capture cognitive, socio-cognitive, values/attitudes, and preparation for a multicultural society. Campuses that strive to become functional multicultural learning environments can now rely on a body of empirical information to guide practice and critical self-assessment to deepen their commitment to diversity. The authors recommend that campuses integrate their assessment of the climate with the evaluation of student outcomes and campus practice.

Implementation of a peer‐led team learning instructional approach in an undergraduate organic chemistry course

AbstractThis study focuses on the implementation of a peer‐led team learning (PLTL) instructional approach for all students in an undergraduate organic chemistry course and the evaluation of student outcomes over 8 years. Students who experienced the student‐centered instruction and worked in small groups facilitated by a peer leader (treatment) in 1996–1999 were compared with students who experienced the traditional recitation section (control) in 1992–1994. Quantitative and qualitative data show statistically significant improvements in student performance, retention, and attitudes about the course. These findings suggest that using undergraduate leaders to implement a peer‐led team learning model that is built on a social constructivist foundation is a workable mechanism for effecting change in undergraduate science courses. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 606–632, 2002

Nurses Re-entering the Workforce: A Special Needs Group

Registered Nurses wishing to re-enter the paid workforce have been shown to experience low self-esteem and high levels of anxiety. An intensive twelve-week re-entry program was designed to address these needs through a process of critical pedagogy. In this paper the student cohort since 1995 is described and the program, its structure, style, physical environment, teaching, and course content are introduced. Evaluation of student outcomes was ascertained by a convenience survey in which a questionnaire was posted to successful students. The results included employment rates of 97.4% and high levels of work and personal satisfaction. Both the benefits and the limitations of the program are discussed in light of the questionnaire responses.