UCDT

Global Change I

Final 1997

Assessment Instrument Results

Laboratory Experience

The Curriculum Development Group (CDG) posited that student should learn about data modeling as a method of investigating global change phenomena. The primary tool for data modeling in the lab was the software application called STELLA. Throughout the semester, the graduate student instructors created labs using STELLA based assignments. The STELLA assignments included cognitive and skill based assessments which were used to collect data about student learning. To assess student perceptions of STELLA, the evaluators and curriculum developers constructed several items for the midterm and final assessment instruments.

By the conclusion of the course, more that half of the student indicated that STELLA had helped them understand Global Change concepts and principles and the relationship among different variables. About half of the students also said that they felt confident in their ability to use STELLA to construct models. Overall, two-thirds of the students agreed that the lab contained the appropriate blend of lab discussions, computer assignments (i.e., STELLA), and movies to meet their learning needs .

Approximately seven in ten students reported that the lab assignments were carefully chosen, clearly written, and intellectually challenging. In addition, 80% of the students reported that their lab instructor was an excellent teacher.

Lecture Experience

The CDG has structured a learning experience which depends on multiple lecturers. Lectures are chosen to participate in the course based on their expertise and willingness to participate in the instructional format. The impact of multiple instructors on student learning can vary substantially. The CDG has taken numerous steps to minimize transition and coordination problems which may arise due to the multiple instructor format. To assess the impact of having several instructors teach the course, the evaluation team and CDG constructed two items which appeared on the midterm and final assessment instrument.

By the final part of the semester, approximately seven in ten students reported that having several instructors conduct the lecture contributed to their understanding of Global Change concepts. Six in ten students indicated that the transition from one instructor to the next does not interfere with their ability to learn. Only 17.1% of the students argued that it was difficult to understand how the topics covered in the lecture fit together.

Over 80% of the students reported that the course had improved their ability to think critically and to participate in debates about Global Change issues. In addition, more than eight in ten of the students indicated that they learned a good deal of factual material.

Web Experience

By the end of the course, nearly all of the students reported that they could easily locate information on the web, and they felt confident in their ability to use the web to gather information about global change. Approximately eight in ten students reported that the web made a significant contribution to their learning. Apparently, many students were able to transfer their web skills into other settlings.

Slightly more than half of the students reported that they used the web skills developed in the course to investigate areas that interest them. In addition, 61.4% of the students claimed that their used their newly minted web skills to complete academic work for other classes.

Comparison with Other Classes

Students were asked to compare the Global Change I course to other course in terms of the time commitment, the ability to capture interest and make them think. At the time of the midterm assessment, 50.6% of the students reported that the time commitment was about the same as other four-credit introductory level classes offered at the University. Slight fewer students felt the course required more time (23.4%) when compared to those student who said less time (26.0%). By the end of the course, students opinions changed.

The percentage of students who indicated the time commitment for Global Change I was greater when compared to other courses increased by 8%, and the percentage that reported that time commitment was about the same increased by 4.3%. By the conclusion of course, student opinion moved in the direction of a greater time commitment. About a one-third of the students reported that course took more time, and nearly one-fourth stated that the Global Change I required less time. Forty-six percent of the students said the time commitment was about the same when compared to other courses.

Students were asked to what degree the course simulated their interest and challenged them to think. By the end of the course, the percentage of students who said Global Change I was more challenging and interesting declined slight. Nevertheless, about half the students reported that Global Change I was did a better job of capturing their interest when compared to other courses. Furthermore, 41.4% of the students claimed that Global Change I did a better job of challenging them to think.

Personal Growth

Students were asked a series of question to assess their personal growth. About three-fourths of the students reported that they deepened their interest in Global Changes. Approximately seven in ten students claimed that they were enthusiastic about the course material. Unfortunately, only one-fourth of the students felt like they made an important contribution to the learning of others in the course. Only 40% of the students indicated that they had an opportunity to help other students in the course to learn.