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Assessment Resources: 2021-2022 Grant Recipients

2021-2022 Grant Recipients

Assessing Ultrasound Instruction in Pre-Clinical Medical Students

Using quantitative and qualitative data from student surveys and quizzes, Tafline Arbor (Anatomy) and Brad Stelflug (Nursing) seek to evaluate the efficacy of a newly developed educational module that incorporates didactic and hands-on ultrasound instruction for pre-clinical medical students. Data analysis will examine student understanding and satisfaction on pre- and post-surveys.

Collaborative Approach to Professional Identity Formation within the Medical Education Continuum

Sarah Zahl (Medicine) and a team of faculty and staff from the College of Osteopathic Medicine will develop a Professional Identify Formation course that provides longitudinal competency-based assessments for all medical students. This project seeks to extend these institutional efforts to clinical partners and bridge undergraduate medical education and graduate medical education. Surveys will be administered to students and residency program directors to drive future improvements.

My Science Career Pathway

The purpose of Karla Kinkade’s (Biology) study is to determine if persistence in the major or science identity can be increased among biology majors by the use of a novel self-reflection and planning tool. Additionally, this activity allows students from diverse backgrounds to better understand academic disparities in STEM, and to identify support opportunities that could potentially help them reach their academic and career goals. Data on science identity will be collected in BIO 291 – Biology Career Seminar during the Spring 2022 semester.

Redesigning Equitable Math Placement

Sarah Klanderman (Mathematics) will collect and analyze data from Marian’s current math placement system to determine the most closely aligned scheme for test-blind placement moving forward. This project will impact not only the Mathematics department’s curricular redesign of developmental courses but also all incoming students who choose to enroll in Mathematics courses. Additionally, this project provides a meaningful opportunity for undergraduate research as current students will help analyze data.

Student Engagement in Assessment and Design of Open Educational Resource Course Content

Caitlin Balgeman (Library), Jeff Kellogg (Psychology), and Michael Slavkin (Counseling) will use open pedagogy strategies for assessment creation to increase student learning, improve retention, and benefit the global community of students and faculty. In particular, they seek to promote deep learning and metacognition by having students create their own quiz and test questions to form test banks that can be used in class, and make them available to the wider educational community through open licensing.