Assessing Student Learning Outcomes and Documenting Success through a Capstone Course

AbstractColleges and universities are increasingly intentional about meeting well-articulated and consistent general education goals and documenting substantive learning outcomes. Institutional imperatives to document the successful teaching of essential knowledge and skill sets frequently fall to faculty and departments, posing new challenges in an environment of time and resource constraints. A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.

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THE EFFECT OF COMPUTER MEDIATED CONFERENCING AND COMPUTER ASSISTED INSTRUCTION ON STUDENT LEARNING OUTCOMES

Online Learning ◽

10.24059/olj.v12i3-4.1682 ◽

2019 ◽

Vol 12 (3-4) ◽

Author(s):

Darrell L. Cain ◽

Paul E. Pitre

Keyword(s):

General Education ◽

Student Learning ◽

Learning Outcomes ◽

Intellectual Development ◽

Student Learning Outcomes ◽

College Classroom ◽

Computer Assisted ◽

Use Of Technology ◽

Computer Mediated ◽

Assisted Instruction

The trend toward increased technology in traditional higher education classrooms has been met with both optimism and criticism. One of the major criticisms of technology in the college classroom is that it does little, if anything, to improve student learning. Taking this view of technology into account, this study examined how the use of technology contributed to student learning outcomes after controlling for key student demographic variables. More specifically, this study investigated the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., the computer and Internet) to determine whether they contribute to student learning.The sample utilized in this study consisted of 2000 college students, randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. The analysis of data consisted of four multiple regressions conducted on specific student learning outcomes. The student learning outcomes included four composite scales, measuring student 1) personal and social development, 2) general education gains, 3) intellectual development, 4) science and technology gains, and 3) vocationalpreparation.After controlling for student's background variables, the findings of this study revealed that the use of technology in the college classroom does contribute to student learning. The model, including technology variables, explained 4% to 7% of the gains in student learning, while student background variables contributed an additional .03% to 2% of the gains. These findings, though modest, suggest that incorporating technologies in the college classroom can aid students in the learning process.

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Measuring longitudinal student performance on student learning outcomes in sustainability education

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-11-2016-0200 ◽

2018 ◽

Vol 19 (3) ◽

pp. 547-565 ◽

Cited By ~ 3

Author(s):

Meghann E. Jarchow ◽

Paul Formisano ◽

Shane Nordyke ◽

Matthew Sayre

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Performance ◽

Curriculum Design ◽

Student Assessment ◽

Student Learning Outcomes ◽

Longitudinal Assessment ◽

Content Type ◽

Capstone Course ◽

Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

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Faculty and Chair Perceptions and Ratings about System-Wide Assessments in the Higher Colleges of Technology

Advanced Research in Adult Learning and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-4615-5.ch004 ◽

2014 ◽

pp. 102-120

Author(s):

Matthew A. Robby

Keyword(s):

Higher Education ◽

Best Practices ◽

Student Learning ◽

Learning Outcomes ◽

United Arab Emirates ◽

Continuous Improvement ◽

Student Learning Outcomes ◽

Level Of Satisfaction ◽

Colleges Of Technology ◽

Research Findings

This chapter examines use of System-Wide Assessments (SWAs) in the Higher Colleges of Technology of the United Arab Emirates. These end-of-course assessments were designed to ensure consistency of standards, to measure student learning outcomes, and to improve the quality and effectiveness of instruction, courses, and programs. The author reviews literature highlighting the importance of outcome assessments, the relevant issues and trends in higher education, the challenges with implementation, and the type of support necessary for enhancing best practices. The chapter primarily describes the design and use of SWAs among the 17 Federal Colleges. It summarizes 2013 survey findings from 232 randomly selected respondents about the level of satisfaction and agreement among faculty and academic chairs about the purpose, process, value, and impact of SWAs. Findings identify what is perceived to be working well including the challenges and issues to promote continuous improvement in SWAs. From experiences and research findings, recommendations are offered for applying best practices and enhancing the effectiveness of assessments in higher education.

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Assessment of Student Learning Outcomes in Distance Education

Advances in Library and Information Science - Advancing Library Education ◽

10.4018/978-1-4666-3688-0.ch011 ◽

2013 ◽

pp. 172-182 ◽

Cited By ~ 2

Author(s):

Vicki L. Gregory

Keyword(s):

Distance Education ◽

Best Practices ◽

Student Learning ◽

Learning Outcomes ◽

Student Assessment ◽

Student Learning Outcomes ◽

Assessment Of Student Learning

Student Learning Outcomes (SLOs) are becoming the norm for all types of accreditation decisions by regional and specialized agencies. SLOs and student assessment norms and best practices are described, as well as a path to establish SLOs. Analyzing and using the data collected about student assessment to enrich student learning is also described. Special attention is given to LIS instruction, but several comparisons to other disciplines are also made.

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Perceived Usefulness of Learning Outcomes Predicts Ratings of Departmental Helpfulness

Teaching of Psychology ◽

10.1080/00986280802374245 ◽

2008 ◽

Vol 35 (4) ◽

pp. 335-342 ◽

Cited By ~ 6

Author(s):

Patricia A. Marsh ◽

Dennis L. Poepsel

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Skill Development ◽

Student Learning Outcomes ◽

Perceived Usefulness ◽

Capstone Course ◽

Self Confidence ◽

Perceived Helpfulness

Psychology seniors at a Midwest university reflected on the student learning outcomes (SLOs) for the major. This study examined the relations among students' perceived usefulness of the SLOs, measures of learning, ratings of self-confidence in their knowledge of psychology, and evaluations of the department's helpfulness in students' skill development. Correlations showed few significant relations between usefulness of the SLOs and measures of learning and no relations with ratings of self-confidence. Perceived usefulness of the outcomes was a significant predictor of the department's perceived helpfulness in students' skill development. However, students' perceptions of the department dropped significantly by the end of the capstone course. We discuss implications related to activities teachers might use to enhance learning.

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Administrasi Sarana dan Prasarana

10.31227/osf.io/emz2s ◽

2019 ◽

Author(s):

Suci wulandari ◽

Hade Afriansyah

Keyword(s):

General Education ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Formal Education ◽

School Facilities ◽

Student Learning Outcomes ◽

Learning Activities ◽

The World

This article describe about facilities and infrastructure. In the world of education we recognize the term school facilities and infrastructure which is something that is needed in supporting teaching and learning activities in schools. If an institution such as a school does not have adequate facilities and infrastructure it will also have an impact on the quality of student learning outcomes in school. To ensure the realization of this, it is necessary to have adequate facilities and infrastructure. Adequate facilities and infrastructure must meet the minimum conditions stipulated in the standards of facilities and infrastructure. The standards of these facilities and infrastructure are for the scope of formal education and even the type of general education. These facilities and infrastructure are also equipment and facilities that can be used either directly or indirectly, where the purpose of the administration of these facilities and infrastructure is no other so that all these activities can support the achievement of educational objectives effectively and efficiently.

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