Complex Problems Program Initiatives

The Collaboration Initiative (CI) Student-Faculty Partnership

This partnership intentionally includes student voices and perspectives in the design of program assessment projects. The CI began in聽Fall 2021, and each year, we聽invite聽students and faculty to work together to gather data towards answering a question about the Complex Problems program.听

Academic year 2021-22:聽The CI designed a survey to how students made real-world connections through their Complex Problems seminar. Respondents included students, faculty, and student staff. Survey results indicated that students made these connections in many ways that extend beyond the intentional co-curricular activities in their seminars. Respondents discussed how they made such connections through increased awareness of themselves and others, deep engagement with their seminar topic, seminar activities and assignments, and connections to their other academic and professional interests.听

Academic year 2022-23:聽Students and faculty designed focus groups to explore student awareness of the learning outcomes within Complex Problems聽seminars. The focus groups revealed that students, when prompted, are somewhat familiar with the ways the seminar activities and assignments聽align with learning outcomes, but in general, students are not familiar with聽"learning outcomes" terminology.

Academic year 2023-24:聽The CI got curious about how class discussions help students engage with the Diverse Perspectives learning outcomes. Spring 2024 Complex Problems students will have the opportunity to answer a survey reflecting on their experiences.听

Program Leader (PL) Position Student Staff Experiences

In Spring 2020, the Complex Problems team conducted focus groups with Program Leaders, undergraduate student-staff members who work with Complex Problems seminars,聽to critically evaluate the position description, experience, and growth oppotunities for PLs.听

Feedback informed changes made to PL training and the PL job description. Through the聽assessment, we discovered that PLs were interested in receiving more opportunities for professional development and we learned PL experiences often varied based on PL relationships with faculty members and faculty expectations.听

In academic year 2023-24, Complex Problems has made adjustments to the guidance around building a collaborative relationship between PLs and faculty. This ongoing work will be shared at the 43rd Annual Conference on The First-Year Experience in Seattle, WA.听

Learning Outcomes Assessing Pedagogy and Academic Inquiry Skills

Diverse Perspectives, Critical Reading, Communication, Reflection and Integrative Learning

Each year, the Complex Problems team reviews聽specific learning outcomes聽to understand how best to support faculty in their teaching and students in their transition to university-level academic work.听

In academic year 2019-20, reflection -聽metacognition 补苍诲听integrative learning聽were evaluated.

In academic year 2020-21,聽diverse perspectives -聽awareness was evaluated, along with continued work on聽聽reflection -聽metacognition 补苍诲听integrative learning.听

In academic year 2021-22,聽integrative learning聽was evaluated through a new lens at the direction of the Collaboration Initiative.

Academic year 2022-23 saw a focus on the聽critical reading聽learning outcomes through development of a critical reading rubric that may be adapted and applied to reading assignments across the program.听

罢丑别听肠辞尘尘耻苍颈肠补迟颈辞苍听learning outcome area is being evaluated through faculty interviews and student surveys in academic year 2023-24.听

Over the time period of 2022-2025, critical reading,聽communication and diverse perspectives聽will be evaluated.

Following each year's evaluation, results and recommendations are shared with faculty, students, and other stakeholders for implementation and continued improvement in each learning outcome area.听

The Grading Equity Project Understanding and Interrupting Disparities

The grading equity project is an ongoing review of聽grades earned in Complex Problems seminars accross diverse student populations. In Fall 2022, a聽committee reviewed disparities in grades assigned by student race/ethnicity. We inquired into the most prevalent grading methods in the聽seminars and discovered that聽written work聽补苍诲听participation聽contribute most significantly to students' grades.听

CP faculty are encouraged to incorporate inclusive pedagogy strategies, particularly related to writing and participation. Additionally, individual faculty are encouraged to investigate their own grading patterns through data review and critical聽evaluation of聽their own syllabi. 国产小呦女Core Faculty Fellows facilitate pedagogical conversation groups and coordinate聽individual grading data reviews.听聽

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