College of Engineering and Computer Science/California State University Fullerton
Learning Domains:
Leadership
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Social Advocacy and Justice
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Education
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Assessment and Evaluation
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Personal Development
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X
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X
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X
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Description:
The mission of
the College of Engineering and Computer Science (ECS) is to provide students
with an exciting learning experience centered on innovation, problem-solving,
and technological progress (California State University Fullerton 2011). The
ECS College offers various undergraduate and graduate programs. The total ECS
student population consists of 2200: 1750 undergraduate and 450 graduate
students. The ECS curriculum is highly demanding and it is not uncommon for
students to face difficulties in their academic progress. To support students
in their higher education attainment, the ECS College places a strong emphasis
on promoting student engagement, facilitating higher retention rates, and
offering academic support. My primary
role as a fieldwork intern was centered on working with ECS students to plan a
series of professional student development workshops. This entry will describe 2 fieldwork projects
that relate to the workshops planning.
Learning Outcomes:
SWiBAT: Evaluate the Personality
Types” workshop by analyzing student’ survey responses with qualitative and
quantitative research measures and summarize the findings into a written
report.
SWiBAT: Develop a survey to assess the learning outcomes of the
students participating on the “Personality Types” workshop planning committee, evaluate
the learning outcomes,and summarize the finding into a written report.
Assessment Rubric:
Advanced
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Competent
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Basic
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Needs Improvement
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SLO # 1
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I evaluated
the workshop by analyzing students’ survey responses with qualitative and quantitative research measures and summarized them into a written report
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I evaluated
the workshop by analyzing students’ survey responses with qualitative and quantitative research measures
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I evaluated the
workshop by analyzing students’ survey results with only one type of research measures either qualitative or quantitative
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I was unable
to evaluate the workshop by analyzing students’ survey results with
qualitative and quantitative research measures
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SLO # 2
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I developed
a survey to assess student learning outcomes for students participating on a
workshop planning, evaluate the learning outcomes and summarize the finding into a written
report
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I developed
a survey to assess student learning outcomes for students participating on a
workshop planning and evaluate the
outcomes
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I developed
a survey to assess student learning outcomes for students participating on a
workshop planning
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I was unable to develop
a survey to assess student learning outcomes for students participating on a
workshop planning
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Evidence:
Personality Types Professional
Student Workshop
Personality Types Workshop Assessment Report: https://docs.google.com/open?id=0By5wELYJmuCSZzNhRGZPTmFsZms
Workshop Planning Assessment Survey:
Workshop Planning Committee’s Assessment Report:
Reflection:
Planning a professional
development workshop for the College of Engineering and Computer Science was a
great learning experience because it provide me with an opportunity to apply
educational research practices to
evaluate a student activity and assess students’ learning outcomes. I was
able to achieve the first learning earning outcome at the advanced of the
rubric by evaluating the “Personality Types” workshop with qualitative and
quantitative research measures as well as summarizing the findings into a
written report. To evaluate the
effectiveness the workshop, I analyzing students’ survey responses that were
collected upon the workshop completion.
This survey evaluated the participants’ level of satisfaction with the
workshop and their perceived value of the presented material as it related to
their personal and career development.
To interpret the survey results, I ran basic descriptive statics in
order to obtain the mean scores for each of the quantitative survey items. For instance, I was able to conclude that 88%
of the student who attended the workshop were highly satisfied with the overall
workshop quality. To evaluative the qualitative results, I identified
similarities in the students’ responses to the open-ended survey items and
clustered them into general themes. The students reported experiencing an
increase in their sense of self-awareness and understanding of others after the
workshop completion. To reflect on this
project, I summarized the results into an assessment report, which can be used
by other ECS staff as an aid in evaluating the entire professional workshop
series in the future.
For the second learning outcome,
I achieved learning at the advanced level in light of the rubric. I developed a
survey to assess the learning outcomes for the students who planned the workshop,
utilized the survey to measure their learning outcomes, and summarized the
findings into a written report. Since I
was actively involved in collaborating with the students on the workshop planning
committee throughout the fall semester, I gained the necessary insight that
helped me create an instrument to assess their learning outcomes. The survey allowed
me to assess which skills were acquired by these students as a result of their
participation in the planning process. For instance, they reported to learning
more about the benefits of working together and the importance of effective
communication. The survey also helped me determine if the students found the
support provided by the Dean’s Office sufficient throughout the planning
process. The ECS staff can utilize this
particular survey by administering it to other students planning subsequent
workshops in the future.
References
California State
University, Fullerton (2011). Engineering and Computer Science. Retrieved from
http://www.fullerton.edu/ecs/content/missionstatement.html
