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AAAS Evaluation Capacity Building Project with AGEP Leaders & SBE Chairs/Faculty Leaders

AAAS Evaluation Capacity Building Project with AGEP Leaders & SBE Chairs/Faculty Leaders. The overall objective of this 3 year evaluation capacity building project with the AGEP leaders and departments are to:

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AAAS Evaluation Capacity Building Project with AGEP Leaders & SBE Chairs/Faculty Leaders

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  1. AAAS Evaluation Capacity Building Project with AGEP Leaders & SBE Chairs/Faculty Leaders The overall objective of this 3 year evaluation capacity building project with the AGEP leaders and departments are to: Identify and collect quantitative indicators related to recruitment & retention & progression to the PhD in SBE fields Assess changes in SBE departmental practices Suggest qualitative indicators for use in your evaluations related to student skills development, departmental transformation, and Alliance impact Help SBE Chairs and faculty leaders better understand how to create an evaluation culture within the department related to graduate student affairs and broadening participation and success of URM

  2. Quantitative Indicators Recruitment • New or first time graduate students enrollees in Masters Programs and in PhD Programs Retention • Cohort tracking of new URM enrollees in SBE, starting with 2006/2007 cohort 2 to 3 year benchmark – earned Masters or passed qualifying exams Question Should this data be collected for students who were in your URP/REU and entered graduate school at another insititution?

  3. Suggested Qualitative Indicators Assessments/Perceptions about Graduate Students Performance, Research Abilities, and Professional Behaviors • Performance assessment – course performance, qualifying examinations, and research • Faculty mentor perceptions about graduate student --- students’ academic strengths/weaknesses, understanding of the research process, analytical skills, critical thinking, science communications (writing and oral), professional behavior (research safety and ethics), interpersonal interactions, and overall progression to the PhD • Graduate student perceptions about their performance, research abilities, professional behaviors, and progression to PhD

  4. Perceptions about Research Abilities • Conduct literature searches and reviews • Use databases • Formulate a research question • Develop a research plan, including methods, data to be collected • Use of equipment • Ability to analyze and display data • Ability to discuss experimental findings • Ability to write the research report

  5. Perception about Professional Behavior • Class attendance & participation • On time arrivals • Research lab attendance & time spent in research lab • Departmental seminar attendance & participation & ability to ask appropriate questions • Attendance at departmental social functions • Ability to read and understand journal articles • Ability to prepare a poster abstract, poster, paper • Ability to deliver an oral presentation • Interpersonal interactions

  6. Perceptions about Skills, Knowledge, & Environment • Understanding of science research safety and ethics • Use or research equipment • Knowledge about contemporary issues in your field • Understanding of how research impacts society • Critical thinking skills • Satisfaction with administrative issues (timely info about graduation requirements, adequate financial aid and timely disbursements) • Family Life/Work Balance (support from significant others) • Departmental Climate

  7. Institutional Transformation Indicators • What are the sustainable changes at the administration level, in regards to SBE recruitment and progression to the PhD? • What are the sustainable changes in the SBE departmental admission/selection process? • What are the sustainable changes in SBE graduate school academic curriculum and student academic support? • What are sustainable changes as related to graduate student retention?

  8. Psychology • 801 PSYCHOLOGY, COMBINED 42.01 PSYCHOLOGY, GENERAL • 802 PSYCHOLOGY, EXCEPT CLINICAL 42.03 COGNITIVE PSYCHOLOGY AND PSYCHOLINGUISTICS 42.04 COMMUNITY PSYCHOLOGY 42.07 DEVELOPMENTAL AND CHILD PSYCHOLOGY 42.08 EXPERIMENTAL PSYCHOLOGY 42.09 INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY 42.11 PHYSIOLOGICAL PSYCHOLOGY/PSYCHOBIOLOGY 42.16 SOCIAL PSYCHOLOGY 42.17 SCHOOL PSYCHOLOGY 42.99 PSYCHOLOGY, OTHER 51.2301 ART THERAPY 51.2303 HYPNOTHERAPY 51.2705 PSYCHOANALYSIS • 803 CLINICAL PSYCHOLOGY 42.02 CLINICAL PSYCHOLOGY

  9. Social Sciences • 901 AGRICULTURAL ECONOMICS --01.0101 AGRICULTURAL BUSINESS AND MANAGEMENT, GENERAL, 01.0102 AGRICULTURAL BUSINESS/AGRIBUSINESS OPERATIONS, 01.0103 AGRICULTURAL ECONOMICS • 902 ANTHROPOLOGY (CULTURAL AND SOCIAL) 45.02 ANTHROPOLOGY, 45.03 ARCHAEOLOGY • 903 ECONOMICS -- 45.06 ECONOMICS, 52.06 BUSINESS/MANAGERIAL ECONOMICS • 904 GEOGRAPHY-- 45.0701 GEOGRAPHY, 45.0702 CARTOGRAPHY • 905 HISTORY AND PHILOSOPHY OF SCIENCE , 45.0804 HISTORY AND PHILOSOPHY OF SCIENCE • 906 LINGUISTICS, 16.0102 LINGUISTICS • 907 POLITICAL SCIENCE/PUBLIC ADMINISTRATION -- 44.04 PUBLIC ADMINISTRATION, 44.05 PUBLIC POLICY ANALYSIS, 44.99 PUBLIC ADMINISTRATION AND SERVICES, OTHER 45.09 INTERNATIONAL RELATIONS AND AFFAIRS 45.10 POLITICAL SCIENCE AND GOVERNMENT

  10. Social Sciences continued • 908 SOCIOLOGY -- 45.05 DEMOGRAPHY AND POPULATION STUDIES, 45.11 SOCIOLOGY • 909 SOCIOLOGY/ANTHROPOLOGY • 910 SOCIAL SCIENCES, N.E.C. (Not elsewhere classified) 04.03 CITY/URBAN, COMMUNITY, AND REGIONAL PLANNING 04.07 ARCHITECTURAL URBAN DESIGN AND PLANNING 05 AREA, ETHNIC, AND CULTURAL STUDIES 30.11 GERONTOLOGY 43.01 CRIMINAL JUSTICE AND CORRECTIONS 44.02 COMMUNITY ORGANIZATION, RESOURCES, AND SERVICES 45.01 SOCIAL SCIENCES, GENERAL (Not elsewhere classified) 45.04 CRIMINOLOGY 45.12 URBAN AFFAIRS/STUDIES 45.99 SOCIAL SCIENCES, OTHER

  11. During Years 1 & 3 A short online survey of SBE departments at the participating AGEP institutions to determine practices related to graduate student recruitment, retention, academic support, and data collection and evaluation practices & uses. Departments to be surveyed will be identified by SBE AGEPs.

  12. Suggested Quantitative Data Collection Schedule • URM new graduate student enrollment data For 2006/2007 -- December 2006 For 2007/2008 -- December 2007 For 2008/2009 – December 2008 • Collection of data about 2006/2007 New Graduate Student Cohort October 2009 Where are they now? Completed course work, earned Masters, passed qualifying

  13. Suggested Qualitative Indicators • SBE Related Questions incorporated into AGEP Annual report • Questions to be determined with AGEP/SBE Program Directors with input from AGEP SBE community • Survey Schedule August 2006? August 2009?

  14. Years 2 & 3 -- Site Visits to 2 AGEPs Each Year (October 2006 to 2008) The 2 day Alliance site visits will include meetings with AGEP PIs, PDs, staff, and evaluators, and SBE department Chairs and faculty. Alliances to be site visited will be selected with the NSF SBE and AGEP Program Directors. Site visits will be designed with Alliance Reps & Could include TA

  15. Evaluation Capacity Activities with SBE Faculty Chair/Leaders • Evaluation Capacity Building Workshop for SBE Faculty Chairs/Leaders in Washington DC In September 2006 (Combination focus group for AAAS and opportunity for cross Alliance chair/faculty exchanges) • Identifying research gaps related to SBE graduate education and research questions, particularly questions related to progression to the SBE PhD • Could bring in SBE professional societies to DC meeting • Use of AAAS AGEP web site for SBE Info briefs about institution evaluations

  16. Product --- On-line Evaluation & Assessment Guide for SBE Department Chairs and Faculty Leaders Development of the guide will begin in Year 2 and by the end of Year 2 we will post a draft version for comments by SBE Chairs and leaders in participating AGEPs. (September 2007) The final version of the on-line guide will be posted by the end of Year 3. (September 2009)

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