The Third Annual
Assessment as Research Symposium
Sharing Practices, Successes, and Lessons Learned
Presentations & Posters
March 2, 2016
10 a.m. - 2:30 p.m.
Third Floor Lantern (KL 355)
Organized by the Campus Working Group on Assessment with support from the Office of Undergraduate Education, the Library, and the Office of Periodic Review, Assessment and Accreditation Support
PROGRAM & SCHEDULE
10:00 - 11:15 PART I: OPENING REMARKS & PRESENTATIONS
Opening Remarks
Tom Peterson, Provost and Executive Vice Chancellor
Assessment of Student Learning and Developing Learning Pedagogy in a Penalty Free Environment
Anley Terfera, BEST Graduate Program, School of Engineering
Program Assessment and Curriculum Development in the Applied Mathematics Graduate Program
Harish Bhat, Applied Mathematics Graduate Program, School of Natural Sciences
Divisional Efforts to Assess Teamwork Skills in the Co-Curriculum
Jason R. Juarez and Maria Lazaro, Calvin E. Bright Success Center, Housing and Residence Life
Assessing a New Psychological Methods Supplemental Session
Daniel Mello and Paul Carroll, Psychological Sciences, SSHA
Questions / Discussion
11:15 - 12:30 PART II: PRESENTATIONS
Implementing a Meaningful Follow-Up Process for Mandatory Program Attendance
Kari Mansager, Dallas Carter, and Taylor Fugere, CARE Office, Housing and Residence Life
Advancing First Year Student Writing through Rubric-Based Feedback
Laura Martin, Office of Periodic Review, Assessment, and Accreditation Support
Using Assessment to Support Change Management for UC Merced's Downtown Campus Center
Jason Martin, Business and Administrative Services
Do Well-Developed Hypotheses Correlate with Improved Scientific Writing?
Lauren Schiebelhut, Biology, School of Natural Sciences
Questions / Discussion
12:30 - 1:15 PART III: POSTER SESSION
Exploring the Effectiveness of Active Learning Methods in Discussion Classes of an Introductory Environmental Science Course
Samuel Araya, Environmental Soil Physics, School of Natural Sciences
Assessing the Impact of the Yosemite Leadership Program on Two-year Participant Environmental and Leadership Behaviors
Jacob Croasdale and Jesse Chakrin, Yosemite Leadership Program
Evaluating the Impact of Course-Embedded Information Literacy on Student Learning
Sara Davidson Squibb, Heather Devrick, Rex Krueger, and Elizabeth McMunn-Tetangco, UC Merced Library and School of Social Sciences, Humanities, and Arts
Work Together, Fight Alone: How Does Presenting Problems in Groups Improve the Robustness of an Individual’s Problem-Solving Process?
Alison Huff, Physics Graduate Program, School of Natural Sciences
Confidence, Engagement, and Advising of Students on Special Probation
Stacie Jenkins, Bright Success Center, Undeclared Advising
Improving Program Impact: Logic Models and Outcomes Assessment
Amy Moffat, Penny Paxton, Corinne Townsend, and Laura Martin, Assessment Managers and Office of Periodic Review, Assessment, and Accreditation Support
Application of the Logic Model to the SATAL Program
Adriana Signorini, SATAL Program, Center for Engaged Teaching and Learning
1:15 - 2:30 PART IV: PRESENTATIONS & CLOSING REMARKS
Assessing the Impact of a Campus Wide Leadership Development Training for Student Employees
Steven Lerer, Office of Student Life - Margo F. Souza Student Leadership Center
Deep Learning: Disciplinary Norms and the Practice of Assessment
Susan Amussen, History, School of Social Sciences, Humanities, and Arts
How’s Your Program Doing? Ask Your Students. Program Assessment Methods to Gather Students' Voices on their Learning
Verenize Arceo, Vlora Suma, and Chelsey Garcia, SATAL Program, Center for Engaged Teaching and Learning
Scaffolding Learning in a Lower Division Course Sequence to Improve Student Achievement
Chelsea Arnold, CalTeach Program, School of Natural Sciences
Questions / Discussion
Closing Remarks
Elizabeth Whitt, Vice Provost and Dean of Undergraduate Education
