Document Type

Conference Paper

Rights

This item is available under a Creative Commons License for non-commercial use only

Publication Details

Presented at the Higher Education in Transformation Symposium November 2 - 4, 2016 in Oshawa, Ontario, Canada

Abstract

This paper explains the assessment process that was the focus of the planning of an undergraduate student academic development event, from project inception through completion. The learning outcomes for the Long Night Against Procrastination (LNAP) event in 2015 were planned based on key aspects of the home university’s mission statement. The learning outcomes for the event and the university’s mission statement were next woven together into the learning outcomes and success criteria of the individual workshops. The assessment of the event was planned to investigate whether, and to what extent, the success criteria had been met based on the student responses. The academic orientation of the event focused on empowering students with strategies to plan study time, write papers, manage stress, and solve problems at mid-term. The goal of the workshops was to teach the students academic and wellness strategies to enable their success. The success criteria were assessed through administration of exit questionnaires after each workshop. The qualitative data collected clearly depicts the learning experiences of the students who attended the event. The qualitative data is matched with the success criteria of the individual workshops, permitting a commentary on the level of achievement of the success criteria and areas for improvement. Results showed that the student experience of the workshops mirrored very closely the planned success criteria. Adherence to the institutional, unit, and workshop goals throughout the planning process yielded outcomes that were closely aligned with the original goals.

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