These articles assess student growth in the dimensions of the IUPUI Principles of Undergraduate Learning (Key Communication and Writing Skills; of university learning Understanding society and culture: The ability of students to recognize their cultural traditions and to understand and appreciate human diversity.
U.L.: 3-5 Courses
U.L.: 1,2,4,5 Courses
Testing
In fact, we concluded that the scoring rubric we used for the oral interview placed too much emphasis on pronunciation as a measure of listening and speaking skills. The third important change we made to our testing procedures was to revamp the oral interview. Perfecting the oral interview allows us to accurately and confidently place students in ESL classes that focus on speaking skills.
Curriculum
We have developed a series of structured questions and tasks designed to elicit specific types. We have reworked the curriculum of G020, originally designed to develop communication skills of International Teaching Assistants (ITAs), so that all graduate students who need listening/speaking development, whether they have been ITAs or not, will benefit from taking this course . We have also shifted the content of ENG G010, as well as G009, to the academic English skills required to be successful at IUPUI (reading academic texts, written grammar, . summary, etc.).
Record Keeping
Tables 4 and 5 provide additional information on performance in the "next" writing courses, showing that while the difference in course is significant (p>.05), the difference in ESL versus non-ESL is not significant. These data show that students who complete our ESL courses generally appear to be as ready for advanced writing courses, an important predictor of overall academic success, as native English speakers. Since the spring of 1999, we have entered complete data on nearly 1,000 students who have taken our ESL placement tests and our ESL classes.
Conclusion
Classroom discussions, readings, lectures, interpretation of oral texts, oral presentations, compositions, translations, student group work, interviews with native FL speakers. Encouragement to participate in extracurricular activities such as Immersion Days, FL film festivals, conversation hours, etc. Students' language skills should be assessed against the Major Program entries and exits.
Class discussion, readings, lectures, oral presentations, student group work, interviews with native FL speakers. The assessment of the acquisition of cultural understanding is largely based on performance in individual courses. Students demonstrate an understanding of the nature of language through comparisons of the language studied with their own language.
Classroom discussions, readings, lectures, analysis of written and oral texts, oral presentations, translations, group work for students, interviews with native FL speakers. What we have done so far and what we plan to do in the future. ¾Curricular changes to align the program with national standards for the field (increasing the number of required courses for the major, strengthening student learning in culture and linguistics).
The oral language proficiency of enrolling students as evidenced in the recorded interview and the.
Major in Geography
All members of the department participate in a committee that oversees the assessment of student learning in geography and major subjects (the committee is coordinated by Catherine Souch). The department holds regular meetings to discuss the department's curriculum, student learning outcomes, and its evaluation. Greater integration of spatial analysis tools into lessons at all levels of the curriculum - More active learning in lessons at all levels of the curriculum - Greater number of excursions/.
Greater integration of tools of spatial analysis in classes at all levels of the curriculum -More active learning in classes at all levels of the curriculum -Greater number of field trips/. Successful placement of students in appropriate . internships, graduate programs and geography-related careers. led) in classes at all levels of the curriculum. Greater integration of tools of spatial analysis in classes at all levels of the curriculum - More active learning in classes at all levels of the curriculum - Greater number of fields.
The Department of History offers students the opportunity to better understand the human social condition through the systematic study of the past. The department offers a variety of courses dealing with the history of the United States, Europe, Latin America, Africa, and Asia. The department offers introductory courses in all the major subfields of the discipline: American politics, public policy, political theory, comparative politics, and international relations.
Each of these courses must be completed with a grade of C or better to count toward fulfillment of the major. In previous years, some members of the department had voluntarily implemented the capstone course assignment that invited students to reflect on their learning in the major. Allocate part of the capstone course grade to the demonstrated effective use of a range of appropriate methods and approaches.
CURRICULUM AND PROGRAMS
Provide leadership and consultation on social issues and promote the use of sociology for university, professional, and community organizations and agencies. Promoting the betterment of society and the amelioration of social problems through involvement in university and community activities. A general minor in sociology allows students in a variety of fields to expand their liberal arts education within an area that complements their general major or professional training program.
An additional 9 credit hours of sociology courses are required, 6 of which are credit hours at the 200-400 level. Given IUPUI's unique resources and needs, the Department of Sociology offers a minor in medical sociology. This program is designed to lead to a general understanding of the social context of health, health care, and the delivery of medical services and should be of particular interest to all students majoring in health-related specialties.
6 additional credit hours of sociology courses, with substantial health-related content approved by the medical sociology advisor.
COURSE OFFERINGS B INDIANAPOLIS
ALTERNATIVE LEARNING OPPORTUNITIES
The internship program provides 3-6 credit hours for students working in organizations where they can apply or gain practical knowledge of sociological concepts, theories, and knowledge. Students are eligible for the program if they have completed 9 or more hours in sociology and have a grade point average of 2.5 or better. About half of the interns are in their last semester at IUPUI, but about half still have other courses to complete.
The objectives of the internship include (1) the acquisition of skills and knowledge relevant to a specific area of employment, (2) exposure to various job roles and career choices, (3) opportunity to apply academic learning to real life fit, (4) service to the community, and (5) work experience before graduation. Students are expected to complete a detailed learning contract in collaboration with their supervisor and the faculty internship coordinator. Students also develop an academic reading list, conduct two interviews with people in their organization, and develop and write a final paper that sociologically analyzes an aspect of their internship topic.
The Department of Sociology at IUPUI is a diverse group of faculty with interests in many fields. Some students get the opportunity to assist faculty with such projects as interviewers and research assistants, while others may benefit from the presentation of timely material from ongoing studies by instructors who are actively engaged in scholarly research.
SOCIOLOGY AT IUPU-COLUMBUS
Currently, ten IUPU-Columbus students have declared themselves sociology majors and 33 are working on minors in sociology.
DESIRED LEARNING OUTCOMES
SOCIOLOGY ASSESSMENT COMMITTEE
Project Description The Traditional Course
In major sections, exam questions are objective and standardized and required papers are of limited length and depth. The main academic problem in the traditional course is a high DFW rate (percentage of students receiving a "D", "F" or "W" -- withdrawing from the course). The traditional lecture format, in large and small classes, limits students' opportunities to learn collaboratively from each other or interactively from tests.
The goal of the redesign is to use technology to increase student learning, lower The primary purpose of the course redesign is to use technology to enhance student learning. Collaborative learning theory suggests that the more extended discussion students engage in, the more likely they are to learn the course material.
The university and department's is a ten percent decrease in the DFW rate as a result of the redesign. To help students achieve these goals, the course will have a standard research module for all sections with a particular focus on the collection and analysis of data. Quiz questions will be available from a test bank, and at least one regular, standardized exam will be offered.
In large sections, it is expected that all exams will be delivered interactively and outside of class, freeing up time in class for additional student-teacher interaction.
Planned Savings
- IUPUI Course Planning Tool
- Course Planning Tool Narrative
THE RESULTS OF REDESIGN
- Impact on Student Learning
- Cost Savings
- Planned IUPUI final Course Planning Tool
- Labor Saving Techniques
- Implementation Issues
- General
- What Worked Best
- What Worked Least Well
- Dissemination
- On Campus Presentations
- Off-Campus
- Publications
- Sustainability
- Assessment Report
- Financial Report (as of November 30, 2001)
Unfortunately, as indicated under "What worked least well," the IUPUI Department of Sociology experienced a reduction in the number of faculty teaching R100. In the fall of 2000, a test for the difference of means showed that students in redesigned sections scored significantly higher than students in the traditional (control) sections (0.05 level). These results may reflect changes in the composition of our student body, rather than the redesign of R100.
The remaining seven R100 parts were left as they were (they were small traditional R100 parts). As shown in Table 2, DFW rates for students enrolled in our revamped and linked courses were significantly lower than this; 22.7% in large and 35.2% in small work. Overall in Table 2 , students in the large revamped course (connected and enhanced and only enhanced) had lower DFW rates than students in the large traditional section.
In the smaller sections, students in the small improved sections had slightly lower DFW rates than students in the small traditional sections. After controlling for race, sex, and high school percentile rank, the difference in the average DFW rate in As shown in Table 3, the most promising results are in the large redesigned sections, where the DFW rate is lower in both Large Linked and Enhanced and Large The Enhanced only sections compared to the DFW rate for the Large Traditional section.
We have increased the number of particularly vulnerable students in R100 and we have still achieved an overall reduction in the DFW rate.
