lindsey_kimble | UCORE Assessment | Washington State University

^{Division of Academic Engagement and Student Achievement} _{UCORE Assessment}

May 2017 Assignment Design Workshops

April 3, 2017 lindsey_kimble

The Office of Assessment of Teaching and Learning (ATL) is pleased to offer two assignment design workshops this May, designed to assist instructors in designing and refining assignments to more effectively foster and assess student learning, while increasing possibilities for student success. Developing powerful, clear assignments is one of the most consequential intellectual tasks that faculty undertake in their work as educators. Assignments impact student learning, yet that work is often private and unavailable for collegial exchange and knowledge building. » More …

Using National Survey of Student Engagement (NSSE) Results at Multiple Levels to Improve the Student Experience

March 28, 2017 lindsey_kimble

The National Survey of Student Engagement (NSSE) provides valuable data at WSU for undergraduate academic degree programs, departments, colleges, campuses and the university. NSSE results provide degree programs, departments and colleges with information about the student perspective to help continually improve the learning experience for students. WSU students’ NSSE responses have also helped the university understand what is going well in terms of student engagement, and areas that could improve. » More …

March 28 Faculty Panel on Capstone Courses

March 23, 2017 lindsey_kimble

On March 28, Academic Outreach and Innovation (AOI) and the Office of Assessment of Teaching and Learning (ATL) will host a faculty development workshop, “Capstone Courses: Developing and Refining the Culminating Experience for Seniors” at noon in CUE 518. A WSU faculty panel will share their experiences developing and refining their capstone course and key assignment, including ways to more deeply engage students and more effectively integrate learning in a culminating experience. » More …

Student Learning at the First-Year and Senior Level: 2014 & 2015 Combined National Survey of Student Engagement (NSSE) Results

March 15, 2017 lindsey_kimble

As reported in the 2014 & 2015 National Survey of Student Engagement Summary of Key Evidence for UCORE, results from the 2014 & 2015 Combined National Survey of Student Engagement (NSSE) indicated that 84% of seniors felt their experience at WSU contributed to their knowledge, skills, and personal development in thinking critically and analytically “very much” or “quite a bit”. In addition to Critical and Creative Thinking, results from the 2014 & 2015 NSSE also provided indirect evidence of student learning on Quantitative Reasoning, Information Literacy, Communication, Diversity, and Depth, Breadth & Integration of Learning at the first-year and senior levels. » More …

2015 UCORE Assessment Summary of Student Achievement Available

February 21, 2017 lindsey_kimble

With the new general education curriculum in place for freshmen entering in 2012, UCORE produced its first assessment summary report, the 2015 UCORE Assessment Summary of Student Achievement, to provide an initial view of student achievement on key learning goals. This report summarizes results of UCORE-related student learning assessment on the seven WSU Learning Goals for WSU faculty, leadership, and other stakeholders, using data collected through 2015. » More …

Students’ NSSE Responses Make a Difference: Encourage Your Students to Take the NSSE Survey

February 6, 2017 lindsey_kimble

The National Survey of Student Engagement (NSSE) opens February 7, with email invitations to all WSU seniors and first-year students. Now is the time to encourage student participation and underscore the value of student input to continually improve the student experience at WSU. To support strong response rates – and thus provide more reliable input from students – we ask that faculty utilize the below suggestions for messaging out to students about NSSE (both in and out of the classroom).

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Research Services Librarians Conduct and Use Information Literacy Assessment

January 5, 2017 lindsey_kimble

Information Literacy, one of WSU’s Seven Learning Goals of Undergraduate Education, refers to effectively identifying, locating, evaluating, using responsibly and sharing information for the problem at hand. The nearly thirty WSU research/public services librarians, across all campuses (including fully online WSU Global), provide library instruction to faculty, students, and staff. Subject specialist librarians and departmental liaisons offer information literacy instruction in their respective disciplines and subject areas. Many of the public services librarians are part of the Library Instruction Team which focuses on collaborative instructional work with academic and co-curricular programs. » More …

Using Final Papers Assessment Project Results to Improve UCORE First-Year Experience [ROOT] Courses

December 13, 2016 lindsey_kimble

The Final Papers Assessment Project results provide Roots of Contemporary Issues [ROOT] faculty with information about students’ grasp of program outcomes. In this way, rubric scores from student papers evaluated by program faculty can be used to direct and improve instruction. » More …

Student Learning at the First-Year Level: AY 2015-16 Roots of Contemporary Issues [ROOT] Final Papers Assessment Project Results

November 13, 2016 lindsey_kimble

As reported in the AY 2015-16 [ROOT] Final Papers Assessment Summary of Key Evidence for UCORE, assessment results indicated that 93% of first-year students partially met, met or exceeded expectations at the first-year undergraduate level at the end of their UCORE first-year experience [ROOT] course on rubric outcomes related to Critical & Creative Thinking. Additionally, 96% partially met, met or exceeded expectations for outcomes related to Information Literacy and 79% for Diversity. » More …

Using Assessment to Inform Decision-making in Spring 2016 UCORE Capstone [CAPS] Courses

October 18, 2016 lindsey_kimble

As part of the Spring 2016 [CAPS] Course Assessment reporting, instructors were asked to indicate if they had made changes to their course in spring 2016 based on assessment from previous semesters. Overall, 39% of instructors indicated that they had made changes to their course in spring 2016 based on assessments from previous semesters. Most commonly the changes were to assignments or instructional approach. » More …