University of Missouri Kansas City: A Step toward Data Disaggregation and Gap Analyses for the Assessment of Student Learning Outcomes Faculty Fellows Program

Autor/inn/en	Anderson, Billie; Marx, Dea; Cox, Kelline S.; McNeley, Kim; Filion, Diane L.
Titel	University of Missouri Kansas City: A Step toward Data Disaggregation and Gap Analyses for the Assessment of Student Learning Outcomes Faculty Fellows Program
Quelle	In: Assessment Update, 35 (2023) 3, S.6-7 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.30347
Schlagwörter	Data Use; Outcomes of Education; Program Effectiveness; Faculty Development; College Faculty; Data Analysis; Gender Differences; Racial Differences; Missouri (Kansas City) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Fakultät; Auswertung; Geschlechterkonflikt; Rassenunterschied
Abstract	The University of Missouri Kansas City (UMKC) is an urban research university with a special emphasis on fostering diversity. In 2021, the Center for Advancing Faculty Excellence created a Faculty Fellows program to develop comprehensive resources and support in four areas: teaching and learning, service and engagement, research and creativity, and faculty life and leadership. This article examines one of the projects under the service and engagement area was to collaborate with deans, chairs, and faculty members across campus to facilitate a better understanding of student outcomes data. Working in collaboration with the Vice Provosts for Curriculum and Assessment, Institutional Effectiveness, and Faculty Affairs, a gap analysis was conducted using student data to determine if discrepancies among demographic groups existed. For this project, gap analysis is defined as a method to determine if a difference exists between what an academic program expects a student to be able to perform and the reality of the student's actual performance. The disaggregation of data, that is, separating data into smaller units, was the foundation of conducting the gap analysis. This separation can be done by gender, ethnicity, country of origin, financial aid status, geographic location, socioeconomic status, or disability status. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01