UW-Whitewater LEAP Day Posters, Feb. 29, 2016
Dylan Barth, Diane Reddy
In Fall 2015, UW-Milwaukee's Center for Excellence in Teaching and Learning initiated a program to Extend the Value of the Common Reading Experience, which provided instructors with incentives to incorporate the CRE text into their courses and to collect survey feedback and learning artifacts to measure its impact on students.
The general goal is to assess the value of having a position description for student jobs, in light of developing Essential Learning Outcomes. We intend to collect data from student employees both with, and without, a current PD. We will evaluate the data and show whether or not having a PD is more beneficial for the student in terms of assisting with their job duties, as well as measuring the extent to which the PDs help identify, promote, and foster Essential Learning Outcomes.
Catherine Chan, Whitney Supianoski, and Seth Meisel
UW – Whitewater
This poster highlights how select programs/units on our campus work together to provide students with a range of opportunities to produce Signature Work through engagement in Undergraduate Research. Of particular note is the intentional ways we inform students of and promote engagement in campus-wide undergraduate research opportunities and the success we have had in these programs.
Title: Engaging Campus with LEAP Workshops: Five Years of Progress
Greg Cook, Brent Bilodeau, and Joan Cook
Anne Durst, Beth King, Bradley Miller, Jessie Dugan, Kara Kargard, Katie Elliott, Laura Porterfield
During Education Week in the fall of 2015, LEAP teams #ModellingMatters and LibEd engaged the campus community in a dialogue about what education means in national and international contexts.Our poster specifically documents students' engagement with Ed Week film screenings and discussions and with guest speaker Greg Michie, connecting HIPs with the everyday activity of consuming media.
Title: Academic Advising Meets LEAPJolly Emrey, Leda Nath
Our regular faculty advising appointments with students may provide an easy and quick opportunity to highlight LEAP ELOs significance in each student's unique education. We offer methods to foster this conversation. Doing so may increase students' perceived value of their education, make salient what they are learning beyond course subject material, highlight how LEAP ELOs matter, as well as provide new student opportunities (such a for student organization membership, internships, and other services).
Title: Program Assessment: Using Course Exams to Assess a Major
Paul Gregory and Leda Nath
We will assess the value of detailed position descriptions for student employment. We feel that clear, concise descriptions of job duties, outlining expectations, goals, and objectives, will not only contribute to making their experiences High Impact Practices, it will help develop strong ELOs they carry with them into the workforce.
Title: LEAP Major Declaration - Connecting College and Career
Jessica Hutchison, JP Villavicencio, Abbie Windsor & Kristine Yesbeck
The general goal of the Major Declaration LEAP team is to develop a more comprehensive exploratory process for first-year and undeclared students through the Academic Advising & Exploration Center (AAEC). We hope to complete this through a collaborative effort with multiple offices at UW-Whitewater that work with exploring students.
Each year, the AAEC works with over 2,400 first-year and exploring students. The goal of our LEAP team is to review and revamp the major exploration process and to assist first-year and undeclared students with making educated major/career decisions. We have revised our Exploration Checklist and our Exploration Action Plan to better assist our students and academic advisors. By introducing students to these additional resources, our hope is to give students a compass to choose their major sooner. Utilizing a "LEAPified" Exploration Action Plan and Checklist, LEAP is introduced to students by focusing on Essential Learning Outcomes (ELOs) and High-Impact Practices (HIPs) as they relate to students' major declaration and career choice.
Rebecca Karoff, Carleen Vande Zande, Joan Cook, Greg Cook
UW System, UW-Oshkosh, UW-Whitewater
The University of Wisconsin System is completing an assessment of the LEAP WI work over the last decade. This multi-site assessment consist of multiple qualitative and quantitative measures of the transformative nature of LEAP work at he institution, system, and national levels since 2005.
Title: ECE4U Student Organization
Lisa Krejcarek, Anne Tillett, Linda Nortier, Nicole Davis
ECE4U is an online hybrid program for students who have already earned their AAS degree from a Wisconsin Technical College in Early Childhood Education. The ECE4U Non-Trad Student Brigade LEAP team was formed to address the need to disseminate information to adjunct faculty working in the program, and providing students with opportunities to participate in High Impact Practices. Here is the syllabus review framework that we used with faculty.
LEAP Summit Group,
This poster presents reflections from a group of campus LEAP leaders who met in January to discuss progress and future directions for the LEAP initiative at WU-Whitewater. What has our campus gained by engaging with LEAP? What are the next steps and future directions for the Whitewater LEAP initiative?
Dana Prodoehl, Ellen Latorraca, Simone DeVore, Kaitlyn Bergmann, and Alexis Labadie
Our poster includes preliminary data about our project, which is being piloted in Spring 2016. It also highlights relevant research and effective practices in conferencing or mentoring Undergraduate Research writing. Our poster also presents materials that have been created by our mentors including a brochure used to advertise the service.
Title: Increasing Success for All Students with Proactive Support and Concept Mastery
and Devarajan Venugopalan
It is critical that students master concepts and skills in gateway courses. An instructional intervention integrating concept mastery and proactive support was implemented to increase success for all students.
To evaluate the instructional intervention, 480 students were randomly assigned to intervention or comparison sections of a large, gateway course with the same instructor, book, content, and class size. Disadvantaged students were evenly distributed in each section. The intervention section consisted of concept mastery (requiring students to score at least 90% on small content unit quizzes before advancing to new content) plus weekly or more frequent proactive support messages (instructor-initiated, personalized concept feedback, behavior-based praise to shape students' behavior toward success, and elements to modify students beliefs about themselves as learners) in a self-paced, online environment.
The intervention produces student success by deepening students' sense of control over academic challenges, which increases academic self-efficacy and expectations for success, increasing engagement. The resulting greater learning, improvement in self-regulated learning skills, and greater academic achievement leads to higher rates of degree completion.
Intervention students, regardless of disadvantaged status, earned a significantly greater percentage of final grades of A or B and scored significantly higher on a cumulative exam (independent of course grade) than comparison students. Further, intervention students required fewer quiz attempts to achieve mastery on content units at the end of the semester than they did at the beginning, suggesting improvement in self-regulated learning skills.
In an attempt to assess change in critical thinking using the AAC&U VALUE Rubric, identical writing prompts were given to students at the beginning and end of the semester. No change in critical thinking scores were found across the semester for either intervention or comparison students. Possible reasons for this finding are that the essays counted as a small percentage of students' final grade, students only needed to meet minimum requirements to receive full points, and their grades were largely determined by the time of the second writing prompt. Considerations for future assessments include understanding the student perspective and having a sufficient incentive/motivation for students to perform optimally at each assessment point.
In 2013, representatives from five University of Wisconsin campuses (Madison, Milwaukee, Parkside, Superior and Extension) participated in the AAC&U sponsored Summer Institute on High-Impact Practices and Student Success in Madison, WI. Our goal was to develop an instrument which could quantify student competencies in a number of areas of service learning. We hoped that our experience with service learning courses and a common goal to develop an assessment tool would aid us in creating a measure that could be shared by others across the UW-System. In trying to incorporate all of our ideas into one instrument, we revealed the underlying ambiguity of what indicators reflect the basic principles of service learning. Each of us favored some criteria over others, but we attempted to incorporate all of our criteria into one instrument. While we could not collectively create a usable rubric, two campuses did continue the work and have a first draft of a rubric that has been implemented for one course at UW-Parkside. We are continuing our efforts to develop an assessment measure of engagement by continuing to present our work. We know others are doing the same. We revise our instrument with each presentation based upon audience input, participate in assessment workshops and work toward developing a useable, relevant instrument. In tandem, we must work with students to craft learning outcomes that are understandable and meaningful to them.
Faculty and project leads from UW System schools were selected to represent Wisconsin in the LEAP Faculty Collaboratives Project. The purpose of the project is to examine and promote proficiency initiatives that will advance student learning through faculty participation. This presentation examines the details of Faculty Collaboratives.
Information literacy is one of the LEAP Intellectual and Practical Skills, which are an important component of LEAP's Essential Learning Outcomes. It is an integral part of students' academic and intellectual development. To determine information literacy benchmarks over the course of the UW-Whitewater curriculum, Andersen Librarians are assessing UW-Whitewater students' skills at three points in their academic careers. Data collection is underway for the pre- and post-English 102 phases and will soon begin for the final phase, which analyzes the information literacy skills of students from research based upper level classes. In this poster I highlight the types of information literacy skills students are being asked to demonstrate and compare baseline results to those results obtained after initial information literacy instruction at the University. These skills are based on the WAAL Information Literacy Competencies and Criteria for Academic Libraries in Wisconsin. We invite professors to collaborate with us in encouraging their students to take the assessment(s).
Martha Stephenson, Diana Schull, Elen Latorraca, Amanda Howell
Intellectual and practical skills, such as information literacy, are an important part of LEAP's Essential Learning Outcomes and are key to students' academic and intellectual development. To improve UW-Whitewater students' information literacy skills, Andersen Librarians continue to develop targeted series of effective, interactive, and evidence-based online tutorial modules with built-in assessments. These modules, based on curricular needs, are easy to integrate with face-to-face, hybrid, and online courses. We highlight current partnerships with an individual instructor, English 102 classes, the Research Apprenticeship Program, and the College of Business and Economics. Assessment results illustrate student outcomes from these partnerships, providing baseline and comparative results. The modules' learning outcomes are based on the WAAL Information Literacy Competencies and Criteria for Academic Libraries in Wisconsin, the ACRL Framework for Information Literacy. We invite professors to collaborate with us in meeting student, course, and departmental needs for information literacy instruction.
Title: Critical Thinking at UW-Stevens Point: Teaching and Assessing It with Argument Mapping
Nancy LoPatin-Lummis, Todd Huspeni, Paula DeHart, Dona Warren, Vera Klekovkina
Critical thinking involves understanding, evaluating, and constructing arguments and because arguments have an internal structure that can be obscured by prose, critical thinking can be enhanced through the use of argument maps that graphically display that structure. This poster summarizes work being done at UW-Stevens Point to incorporate argument mapping in our General Education Program. We would be delighted to hear from our colleagues at other institutions who might be interesting in participating in inter-institutional argument mapping initiatives.
Title: Collaborating to Teach with Inquiry at Rolling Hills Elementary School
Mukwonago Area School District
Students enrolled in the community-based version of ELEMMID 324 experience an integrated and applied learning environment as they are able to apply the pedagogical knowledge from the traditional course curriculum in a progressive sequence of lessons that they cooperatively plan and deliver in a K-6 classroom.
Title: Creating a new world with positive psychology: An experiential-learning-based summer camp
Rachelle L. Yankelevitz, Veronica Fruiht, Barbara R. Beaver, & Carolyn Morgan
Humanity Reboot: Creating a New World with Positive Psychology is a residential summer camp. Through experiential, project-based learning, high-school-student campers and college-student camp counselors will work on ELOs such as teamwork and problem solving while learning positive strategies that can improve their lives.