Michigan Learning Communities Collaborative Assessment Project

Michigan Learning Communities Collaborative Assessment Project

Grant:
Gilbert Whitaker Fund for the Improvement of Teaching
Academic Year:
2010 - 2011 (June 1, 2010 through May 31, 2011)
Funding Requested:
$10,000.00
Project Dates:
-
Applicant(s):
tellc
Overview of the Project:
The Michigan Learning Communities (MLCs) are nationally-recognized programs aimed at assisting students in their transition from high school to college, as well as assisting their sophomore mentors with the challenges unique to the sophomore experience. MLCs at the University of Michigan are also models of integrative learning as they seek to have high impact on student academics as well as co-curricular activities during the students' time in the programs and well beyond. The MLCs have many common goals and missions, yet each has a unique identity that appeals to a wide array of student interests. For many students, the MLCs are a key factor in choosing to come to Michigan because they help to make a large university feel much smaller and close-knit. The MLC directors have implemented individual program assessment tools but recognize the paramount importance of MLC-wide assessment in order to assess [determine] how well we are collectively achieving our goals and how we can best achieve even highter levels of success for our students. In the short term, we want to see what we are doing well and what areas we can improve on; in the longer term, we are looking to stay ahead of the curve and be innovative and dynamic as we continue to assess ever-changing student needs. This project proposes to secure financial support for a part-time researcher who can devote the staff time needed to implement this long-anticipated collaborative assessment across the MLCs. In order to create a relevant and eficient survey assessment tool, we propose that the 22-month long pilot phase involve four MLCs that form a representation of the larger community of MLCs. The development of a collaborative assessment tool will allow LSA Undergraduate Education to evaluate more accurately the overall role that MLCs play in student development and success, as well as to evaluate how both their common and unique structures work within the larger Undergraduate Education framework. Severaly integral themes that are common across our programs have already been identified by the MLC Directors. These themes will provide a foundation to begin development of an assessment tool and include: academic excellence, retention, student leadership, civic engagement, research, and internationalization. This project will also allow faculty affiliated with MLCs to take eveidnce-based practices regarding high-impast pedagogical approaches back to their respective home units.
Final Report Fields
Project Objectives:
1) Develop a collaborative assessment tool for the residential learning communities that will allow the programs to assess how well they are carrying out their individual and collective missions. 2) Pilot the tool with four learning communities and determine the usefulness and viability of expanding to all residential learning communities
Project Achievements:
We developed a set of core learning outcomes for the residential Michigan Learning Communities and subsequently created a survey to measure these learning outcomes. We administered the survey in April 2012 and April 2013 for students in four residential learning communities and a control group of students, not part of a residential learning community, who were living in University Housing. In addition to survey data, we gathered supplemental data from the Registrar to enhance our understanding of the outcomes MLCs are achieving. This data included information about the students’ background and demographics, as well as their academic performance. We analyzed both data sources and found higher achievement of academic success and learning outcomes for students in the learning communities relative to the control group. We have begun to share findings with audiences on campus.
Continuation:
The project has support from LSA Undergraduate Education to continue for the foreseeable future. The pilot expanded to include three additional learning communities in Spring 2013. A core of six residential learning communities are committed to continuing the assessment effort in the 2013-2014 academic year and beyond.
Dissemination:
We presented initial findings at the 2013 Academic Advising conference. We have scheduled individual meetings with key stake holders and are developing an executive summary that will be shared widely and be available online. We also plan to present the findings at conferences both on and off campus.


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