1. How to Make Meaning from your Data:
The InTeGrate Attitudinal Instrument
Kim Kastens & Vali Mara
InTeGrate External Evaluation Team
For the Materials Development Workshop
Carleton College
June 21, 2016
Inputs
Activities
Outcomes
Outputs

2. Progress on nationally- urgent problems: • Resources: - Minerals
Increased quality, quantity and diversity of Geoscience professionals in workforce
Increased motivation and ability of Geoscience professionals to address resource and environmental Grand Challenges
Progress on nationally- urgent problems:
• Resources:
- Minerals
- Energy
- Water
- Food
• Environment:
- Climate change
- Natural hazards
- Waste disposal
- Environmental
degradation
Increased Geo- understanding of other professionals in workforce
Increased Geo- understanding of the public (voters, consumers)
Teachers with ability to tie Geo concepts to sustainability challenges

3. Evaluation examines the effectiveness of InTeGrate in the aggregate, and does not monitor individual students, teachers, or modules. We focus on the flock, not the birds.

4. Students’ knowledge about the Earth, oceans, atmosphere and climate
Geoscience Literacy Exam (GLE)
Students’ interest in Earth-related careers and college major; also student demographics
Students’ motivation to contribute to addressing grand challenges of environmental sustainability
This talk
InTeGrate Attitudinal Instrument (IAI)
Essay questions on interdisciplinary problem solving & system thinking
Students’ ability to contribute to addressing grand challenges of environmental sustainability
You will be hearing about the embedded summative assessments and essay questions from your assessment team member.
Embedded summative assessments
Students’ mastery of the learning goals established for the module or course

5. InTeGrate Attitudinal Instrument (IAI)
Administered online pre- and post-instruction
Used in pilot tests of new materials, some Implementation Programs, and research project.
Probes:
Career interests and college major selection
Concern about environmental issues and motivation towards sustainability behaviors
Demographics
New for 2016 Materials Developers’ Meeting:
Toolkit for analyzing IAI data for a subsample you care about
Built in Microsoft Excel
Pre-populated with a project-wide data set from 1125 students who used InTeGrate modules from Fall 2012 to Spring 2014
One Excel spreadsheet per IAI item
Paste in your data, and spreadsheet generates graphs and tables comparing your data with the project-wide sample.

6. Go to Excel now
Demo SusGrph first
Then demo SusEmp

7. SusGrph: People differ in how motivated they are to take action in their personal and professional lives to create a more environmentally sustainable society. Which of the following graphs best represents your degree of motivation before and after taking this course?
Shown in Excel Demo
(2014 data: question asked on post- only: non-respondents omitted)

8. CarGrph: Which of the following graphs most accurately depicts your level of interest in a career in Earth or Environmental Sciences before and after taking this course or studying this module?

9. CarGrph: Which of the following graphs most accurately depicts your level of interest in a career in Earth or Environmental Sciences before and after taking this course or studying this module?

10. SusEmp: As you consider employment after graduation, how important is it to you to work in an organization committed to environmentally sustainable practices (independent of the field)? Examples of environmentally sustainable practices would include minimizing energy and water use in the workplace. Please select one number: [Likert scale 1 = not important to 7 = very important]
Shown in Excel Demo

11. UseKno: As you consider career directions after graduation, how important is it to you to do work in which you use your knowledge of the Earth and environment?
Please select one number: [Likert scale 1 = not important to 7 = very important]
4.7
4.1
4.8
4.2

12. EnvCrn: Please indicate your level of concern about each of the following potential developments on the Earth. Focus on the impact on your region in your lifetime.

13. EnvCrn: Please indicate your level of concern about each of the following potential developments on the Earth. Focus on the impact on your region in your lifetime.

14. EnvCrn: Please indicate your level of concern about each of the following potential developments on the Earth. Focus on the impact on your region in your lifetime.

15. SusAct: Please indicate the extent to which you have engaged in the following activities during the past week:

16. SusAct: Please indicate the extent to which you have engaged in the following activities during the past week:

17. SusAct: Please indicate the extent to which you have engaged in the following activities during the past week:
6.0
6.5
Index is constructed by summing number of sustainable activities respondent engaged in at least once per week.

18. WhySus:. When you engage in behaviors such as those listed in the previous question, what factors or sources of information influence your decision to do so? (mark all that apply):

19. OpResp: As you think about your future, can you envision using what you have learned in this course to help society overcome problems of environmental degradation, natural resources limitations, or other environmental issues? ( ) yes ( ) no
If yes, how?
If no, why not?

20. OpResp: As you think about your future, can you envision using what you have learned in this course to help society overcome problems of environmental degradation, natural resources limitations, or other environmental issues? ( ) yes ( X ) no
If yes, how?
If no, why not?

21. OpResp: As you think about your future, can you envision using what you have learned in this course to help society overcome problems of environmental degradation, natural resources limitations, or other environmental issues? ( ) yes ( X ) no

22. OpResp: As you think about your future, can you envision using what you have learned in this course to help society overcome problems of environmental degradation, natural resources limitations, or other environmental issues? ( X ) yes ( ) no

23. Questions? Comments?
Kim Kastens
Vali Mara