Assessment Day
Leadership Program
January 20, 2016
Agenda
1) Review new institution-level educational goals
2) Share examples of high-impact educational
practices that foster both program goals and
multiple institutional goals
One year ago…
• New Middle States Standard called for creation of
institution-wide educational goals: Learning and
Achievement
• What should be included for NYIT?
One year ago this group…
• Reviewed NYIT’s undergraduate core goals
• Some things were missing (professionalism,
disciplinary knowledge, graduate level)
• Recommendation: a committee should consult
widely and propose educational goals for the
whole of NYIT
NYIT’s Educational Goals (Learning)
By the time of graduation, NYIT students will, at the appropriate level
(bachelor’s, master’s or professional):
A. Gain a coherent understanding of the knowledge,
skills, and values of their discipline
B.Achieve proficiency in oral and written communication,
scientific and quantitative reasoning, critical analysis,
technological competency, and information literacy
Learning Goals (cont.)
C. Integrate academic and co-curricular learning to
explore concepts and questions that bridge
disciplines, professions, and cultures
D. Formulate evidence-based and ethical courses of
action or conclusions to address challenges and
problems
Learning Goals (cont.)
E. Engage with, respond to, and reflect on political,
social, environmental and economic challenges at
local, national, and global levels
F. Develop self-efficacy, professionalism, creativity, and
an innovative spirit
How do we foster deep learning needed
to achieve these goals?
• Complex, multi-faceted learning experiences
(“High Impact” educational practices – AAC&U
research)
• Required per NYIT 2030 version 2.0
• Cornell: http://learninggoals.cornell.edu/
High Impact Educational Practices
• Capstone projects
• Writing-intensive
courses
• Collaborative projects
& assignments
• Service learning
• Community-based
learning
• Common intellectual
experiences
• Internships
• Global/diversity learning
• Undergraduate research
• First-year seminar
• Learning communities
By the end of the morning, participants
will have:
• Reflected on high impact practices at NYIT
presented by colleagues that can foster both
program goals and institutional goals, and
• Considered whether there are practices in
their own programs that foster the same kind
of deep learning
Showcase
School of Engineering & CS: Capstone
• Required by most majors
• Most are one semester
• ECE is two semesters
• Students must work in groups
School of Engineering & CS: Capstone
• What we do well
• End-of-semester presentations scheduled for a single day
• What we don’t do well
• Courses do not allow for interdisciplinary collaboration
• Student projects are not widely shared
• Inconsistent grading criteria
School of Engineering & CS: Capstone
Sample projects
• https://sites.google.com/a/nyit.edu/geo-circuitttt/
• https://sites.google.com/a/nyit.edu/nyitchallenge/
Reflection questions
1. Do you think that the practice just presented
helps students achieve NYIT’s educational goals in
addition to those of the program?
• If so, which goals are supported?
2. Does your program have any practices already
in place that support the same institutional goals?
In what ways are the practices similar/different
from the one that was presented?
School of Health Professions:
Master’s Level Project
• PA Studies
Summative Evaluation
The Standards
C3.01 The program must conduct frequent, objective and documented evaluations of
students related to learning outcomes for both didactic and supervised clinical education
components.
C3.02 The program must document student demonstration of defined professional
behaviors.
C3.03 The program must monitor and document the progress of each student in a manner
that promptly identifies deficiencies in knowledge or skills and establishes means for
remediation.
C3.04 The program must conduct and document a summative evaluation of each student
within the final four months of the program to verify that each student is prepared to enter
clinical practice.
*Summative Evaluation
• Knowledge
• Written Evaluation
• Skill
• Preceptor Evaluation
• Behavior
• ICC Evaluation
• Professionalism
• Patient interactions
*Knowledge
• Written Summative Evaluation
• 100 Question M.C. Exam
• PACKRAT
•
•
•
•
225 Question Test
Given twice
Highly predictive for our students
Not technically part of Summative Evaluation
Pearson Correlation 0.81
Pearson Correlation 0.867
*Intervention
• Knowledge
• Identify a Board Review Course
• Online (Synchronous / Asynchronous)
• Live Conference Style
• Test taking Skills
• Kaplan Practice Exams
• Review Book Questions
*Outcomes Data
• Class of 2014
• 4 Failures
• Class of 2015
• 2 Failures
50% Reduction in failures
Reflection questions
1. Do you think that the practice just presented
helps students achieve NYIT’s educational goals in
addition to those of the program?
• If so, which goals are supported?
2. Does your program have any practices already
in place that support the same institutional goals?
In what ways are the practices similar/different
from the one that was presented?
School of Management:
Internship, Direct Work Experience
http://www.nyit.edu/management/experiential_edu
cation/corporate_challenge/
Reflection questions
1. Do you think that the practice just presented
helps students achieve NYIT’s educational goals in
addition to those of the program?
• If so, which goals are supported?
2. Does your program have any practices already
in place that support the same institutional goals?
In what ways are the practices similar/different
from the one that was presented?
School of Architecture & Design:
Diversity/Global Learning
• Intercultural studies
• Courses and programs that help students explore different
cultures, life experiences, and worldviews
• Explore “difficult differences” such as racial, ethnic, and gender
inequality, or continuing struggles around the globe for human
rights, freedom, and power.
• Frequently augmented by experiential learning in the
community and/or by study abroad.
How important is the assessment of this HIEP in determining
whether students qualify to graduate?
How do you motivate students to engage in this HIEP?
How important is the assessment of this HIEP in determining
whether students qualify to graduate?
How do you motivate students to engage in this HIEP?
Reflection questions
1. Do you think that the practice just presented
helps students achieve NYIT’s educational goals in
addition to those of the program?
• If so, which goals are supported?
2. Does your program have any practices already
in place that support the same institutional goals?
In what ways are the practices similar/different
from the one that was presented?
College of Arts & Sciences:
Undergraduate Research
Michael Hadjiargyrou,
Chair, Life Sciences
Life
Sciences
High impact educational practices
in Life Sciences
• Main activity: Laboratory Research
• Level of Activity: Undergraduate
• Timing of activity: Juniors or Seniors
• Mode of activity: As a laboratory class or individuals
• Type of activity: Joint or individual projects
High impact educational practices
in Life Sciences
• Types of Assessment: Laboratory Notebook; written
abstracts/papers; oral presentations
• Types of Presentations: SOURCE/National Scientific Meetings
• Additionally: Students have the opportunities to perform research
outside of Life Sciences:
• Other university laboratories
• Advanced Research Core (ARC) Program (mentorship by
NYITCOM faculty members)
• Summer Research Fellowships (around US)
Oral Communication Rubric
UNSATISFACTORY
Conceptual
Organization
(25 points)
DEVELOPING
SATISFACTORY
Audience cannot understand
presentation because of poor Audience has difficulty following
Superb organization; clear
Satisfactory organization; clear
organization; introduction is
presentation because of some
introduction; main points well
introduction; main points are well
undeveloped or irrelevant; main abrupt jumps between Intro,
stated and argued, with each
stated, even if some transitions
points and conclusion are
Methods, Results, and Discussion;
leading to the next section of the
are somewhat sudden; clear
unclear. Ineffective separation
some of the main points are
talk; clear summary and
conclusion.
between Intro, Methods,
unclear or not sufficient stressed.
conclusion.
Results, and Discussion.
Visuals
(25 points)
Slides seem to have been cutNo glaring mistakes but no real
and pasted together
effort was made for creating
haphazardly at the last minute;
effective slides.
numerous mistakes; speaker not
always sure what is coming next.
The chart format adheres to
some extent to the required
Charts are poorly formatted. Key
standards.
figures might be missing entirely
Delivery
(25 points)
Mumbles the words, audience Low voice, occasionally inaudible; Clear voice, generally effective
members in the back can't hear some distracting filler words and
delivery; minimal distracting
anything; too many filler words; gestures; articulation mostly, but gestures, etc., but somewhat
distracting gestures.
not always, clear.
monotone.
Ability to answer
questions
(25 points)
EXEMPLARY
Did not know the answer
Knew part of the answer
Very creative slides; carefully
thought out to bring out both the
main points as well as the subtle
issues while keeping the audience
The chart format adheres largely
interested.
to the required standards.
The chart format is excellent.
Generally good set of slides;
conveys the main points well.
Answer was satisfactory
Natural, confident delivery that
does not just convey the message
but enhances it; excellent use of
volume, pace etc.
Excellent answer and beyond
Points
100
Advanced Research Core (ARC) Program
Joint Program
• NYITCOM (Any department, but Biomedical Sciences
and Anatomy dominate)
• CAS (Life Sciences)
Eligibility Requirements
1. Earned a B or higher in General Biology I & II, and
General Chemistry I & II
2. Demonstrate interest and dedication to research
Advanced Research Core (ARC) Program
Student Expectations
1. Commitment to a research project, including setting defined
amounts of hours/week (at least 8 hours/week) that will be
devoted to the research project
2. Meet the standards set by both the program as well as their
faculty mentor
3. Submit quarterly reports to the faculty member and Program
Directors
Student Participants/year:
• 8-10 followed by an interview from Program Directors
Research Opportunities Outside NYIT
Student Research Presented at
National Scientific Meetings
Student Research Presented at SOURCE and
National Scientific Meetings
Reflection questions
1. Do you think that the practice just presented helps
students achieve NYIT’s educational goals in addition to
those of the program?
– If so, which goals are supported?
2. Does your program have any practices already in
place that support the same institutional goals? In what
ways are the practices similar/different from the one that
was presented?
Next Steps (Due to Planning & Assessment 2/25/2016)
• Program faculty identify 1-2 high impact practices
already in place that relate to both program and
institutional goals (like the examples presented)
• Chairs submit descriptions of these 1-2 practices and the
accompanying assignments given to students (using the
form provided)
• The Assessment committee will explore using practices/
assignments like these to assess institutional goals