In order to help users navigate the resources
on this toolkit, researchers have suggested related pages based on topic.
Additionally, initial findings or recommendations are listed.
Need to recognize
the importance of partnering formal classroom experiences with other
curricular, co-curricular, and extra-curricular activities to maximize
student development
The softest
outcomes are often the hardest to measure
NCPI Resources
Key Findings from Project 5.3
Glossary of Teaching, Learning,
and Assessment
NCPI Project 5.3 Publication List
What is a Conceptual Model?
Links to Resources
National Center
for Postsecondary Improvement
Generates focus
and involvement among students, staff, and faculty
Offers a way
to document and share successes and failures
NCPI Resources
Presentation Materials for Campus Leaders
Key Findings from Project 5.3
National Center for Postsecondary Improvement
Need to design
carefully, build on existing and planned information resources, and
allow for adaptation over time
Methodology
anticipates criticisms and resistance
Need to find
a workable mix of methodologies and tools
NCPI Resources
Presentation Materials for Campus Leaders
Key Findings from Project 5.3
Glossary of Teaching, Learning, and Assessment
What is a Conceptual Model?
Conceptual Model Template of NCPI Research
A Checklist for Survey Administrators
A Checklist for Interview Researchers
An Interview Protocol
Checklist
A Sample Interview Protocol
Interviewing Tips
Pros and Cons of using Focus Groups
Potential Focus Group Participants
Informed Consent Policy
Acknowledgements
Project Overview
Project History
National Center
for Postsecondary Improvement
What
kinds of students are attracted to our programs?
What
kinds of experiences do students have in the programs we offer?
How
do students change as a result of their experiences? (Requires longitudinal
data.)
Most
questions about program effectiveness and student development require
longitudinal data (pre-test, post-test)
Cross-sectional
data on groups of students - a snapshot - can be used to answer some
basic assessment questions
NCPI Resources
Glossary of Teaching, Learning,
and Assessment
Introduction to the Surveys
The Faculty Survey
The Student Survey
A Sample Interview Protocol
Pros and Cons of using Focus Groups
High Road approach:
Formal experiment with full randomization of students
Low Road approach:
Natural experiments
Data collection
tools and approaches include: exams, standardized (commercial) survey
instruments, locally-developed instruments, qualitative approaches,
unobtrusive approaches (archival/transcript information)
NCPI Resources
NCPI Project 5.3 Publication List
Introduction to the Surveys
The Faculty Survey
The Student Survey
A Checklist for Survey Administrators
A Checklist for Interview Researchers
An Interview Protocol Checklist
A Sample Interview Protocol
Interviewing Tips
Pros and Cons of using Focus Groups
Potential Focus Group Participants
Informed Consent Policy
Links to Resources
National Center for Postsecondary Improvement
Aspirations
and expectations
Self-ratings
of abilities
Changes in self-ratings
(Low Road version)
Values and attitudes
Behavioral patterns
Satisfaction
Personal and
programmatic questions
NCPI Resources
Glossary of Teaching, Learning,
and Assessment
NCPI Project 5.3 Publication List
A Checklist for Survey Administrators
Links to Resources
National Center for Postsecondary Improvement
Make important
aspects in the data visible
Descriptive
analyses ordinarily focus on "what" kinds of questions
Causal analyses
are concerned with questions of "why" and "how"
Descriptive
and causal analyses can share the same techniques (e.g., crosstabulation)
NCPI Resources
A Checklist for Survey
Administrators
Communicate
the necessary methodology, findings, and implications
Use visual aids
whenever possible
Whet the audience's
appetite rather than giving every detail of the results
Always allow
time for questions and discussion
Design the presentation
so there will be next steps to be carried out, ideally involving the
audience
NCPI Resources
Presentation Materials for Campus Leaders
Emphasize feedback,
not evaluation
Match tools
to tasks (use High Road tools only when suited to task)
Expect resistance
Maintain flexibility
Capitalize on
serendipity
NCPI Resources
Presentation Materials for Campus Leaders
Key Findings from Project 5.3
NCPI Project 5.3 Publication List
