Mini-grants offered to improve academic program evaluation practices – SALVEtoday
The Office of Institutional Research and Effectiveness (IRE) is pleased to announce that assessment mini-grants are once again available to fund activities that lead to improved quality and consistency of assessment practice. university programs.
The maximum grant is $1,000 and funds can be used for faculty assessment retreats, commercial assessment instruments for the first year only, incentives for student participation in assessment, meals for evaluation meetings and registration fees for evaluation workshops or conferences.
Past Mini-Grant Recipients
A total of $3,500 has been awarded to fund the following four projects during the pilot program for the 2021-2022 academic year.
Title: Programmatic Enhancement of the Graduate Program in Applied Behavior Analysis
Recipient: Cody Morris
Department: Psychology: Behavioral Analysis
The purpose of this project was to improve assessment practices within the behavior analysis graduate program. The grant funded a faculty retreat to assess and improve programmatic assessment practices and gift cards to incentivize students to participate in postgraduate outcome assessment.
Ongoing assessments of student progress, assessments of student achievement, and overall program assessments were each intended to be improved or created. As a result, sustainable assessment procedures have been created in the key areas of student progress, student achievement, and the program as a whole.
Title: Collecting, Reporting and Analyzing Data on Modern Languages: Listening, Reading, Culture and Oral Expression
Recipient: James Mitchell
Department: Modern languages
The purpose of this project was to expand the modern language department’s collection of oral data among students in the program. The grant funded faculty review meetings and fees for all major and minor programs to participate in a standardized standardized exam based on ACTFL and Common European Framework of Reference for Languages (CEFR) standards. ) for oral ability (Emmersion/True North Speaking Test).
The department also analyzed listening comprehension data and collected and collated reading and culture data. This provided the department with baseline data to track individual student progress over time and to determine the degree of mastery at the end of the program. Additionally, through faculty meetings and an assessment day, the department reviewed and streamlined its programmatic assessment strategies.
Title: Transitioning Undergraduate and Graduate Nursing to Competency-Based Education and Assessment to Align with Curriculum Outcomes and AACN Essentials (2021)
Winners: Deb Cherubini and Sharon Stager
Department: Nursing – Undergraduate and Graduate Programs (2 grants)
The purpose of this activity was to update student learning outcomes at the program and course levels across the curriculum to align with the new American Association of Colleges of Nursing Essentials ( AACN), a competency-based learning model for accreditation. Faculty were trained by AACN subject matter experts, and the department rewrote the program’s learning outcomes to align with the new competency-based learning model. Then didactic and clinical courses will be mapped into the curriculum to demonstrate skill mastery via scaffolding and faculty will incorporate relevant changes into their courses.