The QEP Development Committee developed both an assessment and evaluation plan [PDF] for Find Your Fit in the Second Year.
The primary purpose of this QEP is to enhance our students’ inquiry and decision-making skills they need to thrive academically and apply those skills to their lives as they progress through the second year (and beyond) at the University of Louisville.
Based on our literature review, we identified behavioral outcomes attributed to the developmental process of self-authorship and transitional knowing. Identified psychological constructs include attitudes in academic self-efficacy, sense of belonging, self-regulation, and overall decidedness.
A conceptual map [PDF] was created to help articulate key learning and developmental constructs that will be addressed within the QEP. This map also provides a foundation for assessing key student learning outcomes as well as the project at large. A logic model [PDF] for assessing and evaluating the impact of the QEP.
Key learning constructs found on the conceptual map include the inquiry process, reflective learning, informed decision-making, and academic clarity. Developmental constructs identified by the literature review and reinforced by our student survey data include self-regulated behavior, academic/social self-efficacy, and sense of belonging.
The QEP student learning outcomes are reflected in the logic model under outputs, considered to be the expected outcomes produced by the students within the course environment. The QEP logic model includes key outcomes and impact measures that will be used to assess and evaluate the impact of the QEP. The outcomes include students’ declaration of major, increased persistence into the third year, and successful completion of undergraduate degree program. Our hypothesis for the QEP is “the QEP experience will lead to increased levels of persistence, academic performance and declaration of major.”
Our new Find Your Fit in the Second Year QEP will be assessed in three ways:
Student will be asked to participate in a small, semester-long seminar, where they will demonstrate key learning outcomes that feed into our overall QEP student learning outcomes. Students will demonstrate these outcomes through a scaffold approach within the seminar. These efforts will culminate in the Hallmark Assessment Task (HAT). Our HAT has multiple components, including an I-search paper, a digital artifact, and Academic and Personal Plan (APP) that will ask students to demonstrate their learning in domains such as reflective thinking, critical thinking, information literacy, effective communication, and informed decision-making.
Students will be asked to report on key developmental constructs using a pre- and post-assessment. This pre- and post-assessment will capture changes in students’ sense of belonging, self-regulated learning, and decidedness. Metrics derived from these assessment will be used in conjunction with other institutional indicators to help illuminate overall impact of the QEP.
This third tier of the assessment plan will be driven by a research methodology that will articulate the overall impact of the project as well as provide us with additional opportunities to test how these learning and developmental constructs affect the overall success of students at the institution.