1. Assessing the pICT project: Technological Innovations in the Redesigned Curriculum for University Seminar Jane E. Hindman January 10, 2006

2. Assessment Methods of learning gains resulting from new curriculum and webquests SALG instrument – student attitudes Instructor Feedback – faculty attitudes Rubrics – student performance Multi media Presentations– student performance

3. Benefits of chosen assessment methods Webquest Rubric ease of use for instructor (embedded) unified criteria across sections of course (webquest creator determines skills to be evaluated) clear presentation of instructors’ criteria and expectations for evaluation of student performace SALG instrument measures crucial aspect to course success, i.e. student attitude (since course is elective) similar to primary method of course evaluation in other courses tool itself easily collects & compiles data easily revised to reflect contextual changes from semester to semester

4. Benefits of chosen methods (cont) Instructor Feedback number of instructors very small so extensive feedback possible emphasizes crucial feature of course success (all faculty are volunteers) informal and frequent responses allows “venting” timely troubleshooting coordination of efforts among faculty Multi media Presentations Provides tangible evidence of learning gains available to multiple audiences at variety of times Facilitates more sophisticated and intricate student interaction with research materials Facilitates student “buy-in” to research process vis a vis their pride in creation and immediate feedback via audience’s reactions

5. Positive aspects of curricular innovations Students really like working together to collaborate on projects and evaluate each others’ work 50% of students who did so thought the opportunity to present a research project gave “very much help” to their learning Majority of students perceive that class helped them understand how to [i.e. reach these learning goals]: evaluate bias of research sources use technology to conduct research use same research materials in various contexts Collaborate w/ classmates Read and understand how to use complex texts Participate in academic community

6. Negative aspects of curricular innovations Webquests more time-consuming than expected for in-class completion Group work less easily coordinated than expected Technological SNAFUs!!! (links not aligned properly) Integrating webquests with summer reading book necessitates new quests annually Students rebel against inequity of rigorous academic content for pilot compared to less rigor in standard sections or course Little to no coordination/linkage of seminar w/ study skills course One unity not nearly enough for academically focused seminar course

7. Implementation Problems Tragic illnesses resulted in little to no Instructor support Coordination of library and instructor efforts Coordination of study skills timing and tasks with seminar Inconsistency across sections of pilot Misalignment of links w/ webquest Assigned classrooms not conducive to group work on computer

8. Ad hoc Solutions (a few) Plan B ad infinitum Suzanne’s powerpoint and visual literacy workshops Two sections of seminar combined and academic curriculum abandoned Cathie and Estralia’s commitment and dedication Marilyn’s commitment to students’ research skills Final presentation on linked course content rather than summer reading book

9. Probable Revisions Create webquests that allow students to explore SDSU rather than summer reading book Link final presentations to Integrated Curriculum content course Figure out how to separate SALG data by course sections Find creative methods for combining study skills and University Seminar to create a 3 unit course Create more in-depth “Instructor Guides” for webquest group projects Provide students with larger audience for their presentations Enhance coordination of Instructor and librarian re: students research projects