University Scholarship

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University Scholarship

• Three-Year Report
• April 9, 2008

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CAS 0001 created in Spring 2005

• It is moved that The College, a non-credit course
  required of all students at UPJ, and its
  equivalent course in Engineering Technologies, be
  replaced by a one-credit course entitled
  University Scholarship 0100, required of all
  students at UPJ, effective with the Fall 2005
  semester

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Three Friendly Amendments

• All freshmen will take University Scholarship, as
  required, while pre-screening instrument is
  developed.
• A review for class effectiveness should be
  conducted after 3 years.
• A passing grade must be obtained.

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First Report April 2006

• Pre-screening instrument still under development
• Motion passed to continue requiring the class for
  another year while screening instrument evaluated.

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Second Report April 2007

• A pre-screening instrument had been created and
  piloted regarding relevant skills. Results showed
  not enough correlation of the created test with
  the students grades in the University
  Scholarship Class in the pilot research for the
  instrument to be of any predictive value or any
  practical utility
• Motion passed to make the University Scholarship
  Program mandatory for all incoming freshmen for
  one additional year in order to facilitate
  further evaluation of said program

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Passing Grade

• Any student who does not pass the course during
  the Fall semester has been required to repeat it
  during the Spring semester
• Spring 2006 - 769 enrolled 30 Fs
• Spring 2007 - 773 enrolled 75 Fs
• Spring 2008 - 829 enrolled 85 Fs
• Course linked with two Humanities courses
  Philosophy (Burstein) English Literature
  (Magill)

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Course Initiatives 2007

• Summer Reading
• Mountains Beyond Mountains
• Diversity Community-Service Content
• First-year Programming Series
• Designated events linked to goals
• Mentors for Academic Personal Success

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(No Transcript)
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Course Sections 2007

• In addition to regular sections
• FYSP 2 sections
• Engineering Mega-Section
• Business Mega-Section
• Secondary Education / Social Studies
• Secondary Education / Science
• Student-Athletes 2 sections

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Third Report April 2008

• What the general assessment data show
• What the pre-test ?post-test data show
• Recommendations for CAS 0001

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Assessment
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The College

• Learning Outcomes
• Participate in an extended orientation to campus
  resources and academic success strategies
• Engage in discussion of basic academic values
• Develop self-directed work habits
• Practice critical thinking skills
• Receive instruction regarding basic research
  skills (critical reading, writing, analysis)
• All for no credit

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University Scholarship

• Course Content Learning Outcomes
• Identify personal learning styles, as well as
  complementary study strategies
• Develop an appropriate career action plan
• Continue to develop critical thinking and writing
  skills
• Demonstrate effective time management skills
• Strengthen learning skills, including note-taking
  and studying
• Identify appropriate campus resources and
  opportunities for involvement
• Demonstrate an understanding of effective
  utilization of the library, and locate and
  evaluate electronic information
• Demonstrate an understanding of the advising and
  registration process at UPJ as well as general
  education requirements
• Demonstrate an understanding of the value of
  integrity as it relates to academic work, and
  demonstrate knowledge of UPJs policies related
  to academic integrity

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University Scholarship

• Course Content Selected Learning Outcomes
• Identify personal learning styles, as well as
  complementary study strategies
• Continue to develop critical thinking and writing
  skills
• Demonstrate effective time management skills
• Strengthen learning skills, including note-taking
  and studying
• Demonstrate an understanding of effective
  utilization of the library, and locate and
  evaluate electronic information

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Data Sources for University Scholarship 2007-2008

• Direct Measures
• Course Pre-/Post-Test
• Library quiz
• In-class topic-specific pre-/post-test (campus
  resources, general education requirements and
  registration policies, academic integrity policy)
• Portfolio samples
• Indirect Measures
• Course evaluations
• Student Opinion of Teaching survey
• Feedback forms from 2006 and 2007
• Focus group and interviews
• In-class quick assessments

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Learning Outcome 1Identify personal learning
styles, as well as complementary study strategies

• Direct Measure
• Course Pre-/Post-Test
• Q 9 Writing notes while reading is
  particularly beneficial for
• Delta 17.74
• Q 19 If you are a visual learner, which study
  tip is most beneficial?
• Delta 4.39

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Learning Outcome 1 Identify personal learning
styles, as well as complementary study strategies

• Indirect Measure
• Student evaluation
• Course helped improve learning / study skills
• 6.28 (1-10 scale)
• Learning Styles Inventory
• - Student identifies learning style and
  corresponding study strategies

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Learning Outcome 3 Continue to develop
critical thinkingand writing skills

• Direct Measure
• Course Pre-/Post-Test
• Q 1 An argument consists of what two
  parts? Delta 11.65
• Q 5 A critical thinking process is complete
  after you have Delta 16.33
• Q 8 Thinking egocentrically interferes with
  thinking critically. What is the meaning of the
  bolded term?
• Delta 10.56

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Learning Outcome 3 Continue to develop
critical thinkingand writing skills

• Indirect Measure
• Student evaluation
• Course helped me understand critical thinking
  process and how to apply these skills.
• 6.60 (1-10 scale)
• In-Class Assessment
• Monitor improvement through assignments
• (critical thinking briefs, program critiques,
  etc.)

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Learning Outcome 4 Demonstrate effective time
management skills

• Direct Measure
• Course Pre-/Post-Test
• Q 4 In terms of time management, getting
  started early on projects allows for what process
  to occur?
• Delta 38.13
• Q 6 Procrastinating can represent not only an
  issue with managing ones time, but for many it
  can also be a result of a(n) ____ issue.
• Delta 15.64
• Q 17 Using time management tools can seem
  somewhat mechanical and clerical in nature
  however, these tasks can require higher level
  thinking, such as organizing and integrating
  tasks based upon priority. What level of thinking
  best represents this process?
• Delta 12.70

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Learning Outcome 4 Demonstrate effective time
management skills

• Indirect Measure
• Student evaluation
• Course helped me improve my time management
  skills.
• 6.19 (1-10 scale)
• In-Class Assessment
• Fixed Commitment Calendar/Reflection

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Learning Outcome 5 Strengthen learning
skills, including note-taking studying

• Direct Measure
• Course Pre-/Post-Test
• Q 3 According to researcher Joseph Cuseo, when
  completing reading assignments and listening to
  class lectures, you should try ___, or connecting
  ideas with what you read previously.
• Delta 12.41
• Q 13 What is the most important teaching goal
  of faculty?
• Delta 28.54
• Q 16 Compare your ability to recall the names
  of 10 people you meet in one evening with
  learning the names of 10 people you meet on 10
  different nights. This exercise represents which
  of the following? Delta 34.51
• Q 18 Instead of memorizing information, deep
  learning requires
• Delta .61

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Learning Outcome 5 Strengthen learning
skills, including note-taking studying

• Indirect Measure
• Student evaluation
• Course helped me improve my learning /
  study skills.
• 6.28 (1-10 scale)
• In-Class Assessment
• Various Assignments

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Learning Outcome 7 Demonstrate an
understanding of effective utilization of the
library and locate and evaluate electronic
information

• Direct Measure
• Library Tutorial Quiz
• - Library Quiz Average 76
• Course Pre-/Post-Test
• Q 11 A sound piece of advice for a student
  writing research papers for a college course is
• Delta 9.02
• Q 23 Which of the following databases covers
  most academic areas?
• Delta 33.13

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Learning Outcome 7 Demonstrate an
understanding of effective utilization of the
library and locate and evaluate electronic
information

• Indirect Measure
• Course evaluation
• Course improved my library research skills.
• 6.48 (1-10 scale)
• In-Class Assessment
• Annotated Bibliography, Library Quiz

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Delta Report

• Smallest improvements
• --Q11 A sound piece of advice for a student
  writing research papers for a college course is.
• (9.02)
• --Q18 Instead of memorizing information, deep
  learning requires. (0.61)
• --Q19 If you are a visual learner, which study
  tip is most beneficial?.... (4.39)

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Delta Report

• Largest improvements
• --Q4 In terms of time management, getting
  started early on projects allows for what process
  to occur? (38.13)
• --Q12 What information should a student include
  in the left hand margin, if using the effective
  Cornell Note-Taking method? (38.88)
• --Q14 In which of the following situations is
  cheating most likely to occur? (48.73)

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What does pre-test ?post-test show?

• What might be predictive factors that would
  enable us to determine which students, if any, do
  not benefit from the course, and should therefore
  be exempted from taking it?
• Item analysis (above)

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r .048
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r .28
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Results

• As was found with the first test, we were not
  able to predict students success in the course
  with the revised test.
• Comparison of pre-test and post-test data
  indicated that, on average, there was a 20
  increase in post-test scores.

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Conclusions Recommendations

• Current test did not identify students who would
  not benefit from the course.
• Other assessment measures suggest that course is
  of benefit to students.
• Attempts to develop a screening test should be
  discontinued. Attempts to create/improve the test
  would require an on-going process that would not
  be cost-effective.

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Summary of Teaching Evaluation Items
Scale, items 4-9 1Hardly at all, 2To a small
degree, 3To a moderate degree, 4To a
considerable degree, 5To a very high
degree Scale, item 10 1Ineffective, 2Only
fair, 3Competent, 4Very good, 5Excellent
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11. Would you recommend this course to other
students?
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12. Would you recommend this instructor to other
students?
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Student Survey 2007

• Did you seek information or guidance from your
  instructor after class?
• 45 of respondents said YES.

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Recommendations
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Task Force on Enrollment Management and
First-Year Experience

• Continue the University Scholarship class as a
  for-credit offering, at a minimum of one credit.

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Task Force on Inclusive Community

• Dismantling of University Scholarship program
  will eliminate a golden opportunity for
  diversity/inclusiveness for incoming freshmen
  students.
• Several colleges highlighted courses (commonly
  freshmen seminars), which stressed the importance
  of community involvement, and in some cases,
  required service hours for completion of course
  requirements.

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Task Force on Global Initiatives

• Freshman/leadership seminar as platform for STAB
  (Study Abroad) promotion

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Student-Friendly Culture of Service

• Actively promote the availability of career
  planning/counseling services to students and
  further integrate this function into the
  University Scholarship course.

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Motion Four Parts

• That University Scholarship (CAS 0001) be
  continued as a required course for all students,
  at a minimum of one credit, for at least a period
  of three additional years (Fall 2008, 2009, 2010)

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Motions

• That an ad hoc committee, under the joint
  direction of the AVPAA and the AVPSA, be
  established to review the recommendations of the
  Task Forces and report back to Senate in 2009
  regarding modifications, if any, to CAS 0001, and
  that any recommendation for modification be
  accompanied by a plan for funding and an analysis
  of curriculum impact

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Motions

• That assessment of the course continue, with
  annual reports to be presented to Senate for
  information
• That a second summary report of assessment be
  presented to Senate following an additional
  three-year period (Spring 2011)

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Motions

• That University Scholarship (CAS 0001) be
  continued as a required course for all students,
  at a minimum of one credit, for at least a period
  of three additional years (Fall 2008, 2009, 2010)