This collection contains the final reports of Assessment Mini Grant projects funded through the Office of Assessment.
Submissions from 2024
Exploring Achievement Emotions as Predictors of Students Success in a General Chemistry Course, Corina Brown and Alex Graves
Development of a two-stage assessment of student learning outcomes in DoGGS, Meg V. du Bray
Assessing the Diversity, Equity, and Inclusion Climate in the College of Natural & Health Sciences, Savana Estrada and Kimberly Murza
Advancing Clinical Skills in Speech-Language Pathology Graduate Students with Underserved Populations: A Pilot Program, Tina Farrell
Field Assessment Form Evaluation Focusing on Updating for Student Success, Jenni Harding, Michelle Holmes, Brian C. Rose, Jody Lawrence, Hannah J. Kang, and Kimberly A. Mahovsky
Creating a Climate Change Intervention to Reduce Students' Psychological Distance, Emily Holt and Jessica Duke
The Effects of Class Modality and Student Demographics on Academic Performance, Christopher McMahan, Jun Park, and Kaylee McDaniel
Ubuntu/We Carry the Stories: A campus climate study for Black, African & African American students at the University of Northern Colorado, janine m. weaver-douglas and Francisco Logan
Submissions from 2023
Assessing the Effectiveness of Teaching and Learning in the STAT150 Course: Comparing Online and Face-to-Face Modalities, Chia-Lin Tsai, Gabriel Owusu, and Sidney Bonser
Adventure-Based Training to Enhance Peer Mentor Effectiveness, Angela Vaughan, Hailey Sands, Brianne Dixon, and Alexis Hauck
Submissions from 2022
Measuring the Effectiveness of Peer Tutoring Services at Tutorial Services: A Correlation Study Between Student Use of Peer Tutoring and End-Of-Semester Grades, Melissa Hoffner and Claire Landrieu
Assessing Assessment Strategies and Development of Rubrics for Knowledge Visualization-Based Instruction, Anna Ursyn
UNIV 101 Summer Support Initiative, Angela Vaughan and Alexis Hauck
Submissions from 2020
Proactive Academic Coaching: A Study on Why Students Leave College after Their First Year and How to Support Them, Samantha Black, Darren Ilett, and Jake Henderson
Understanding undergraduates’ goal-setting at a regional zoo, Emily Holt and Ashley Barbara Heim
Assessing Student Learning Outcomes in Physical Education K-12 Teaching: A Whole-Program Revision to Meet New Standards and Institutional Learning Outcomes, Jennifer Krause, Brian Dauenhauer, and Jaimie McMullen
Incorporating Problem-based Learning in an Undergraduate Allied Health Prerequisite Anatomy and Physiology Course, Nicholas A. Pullen, Emily Royse, and Alexandra Vita
Assessment & Planning Workshop for the Geography, GIS, & Sustainability, Chelsie Romulo
Full Scale Implementation of Class Leaders within FYS – Initial Results, Angela Vaughan, Michael Graham, Alexis Hauck, and Stephanie Persutte-Manning
Course-level assessment: ENG 122 College Composition, Tara Wood and Marc Santos
Submissions from 2019
Participation in Informal Learning Opportunities among Undergraduates in Biology, Emily Holt and Ashley Barbara Heim
Developing Effective Assessment Procedures and Instruments for the DiversiWe Program, Lu Tian and Natalie Sachs
Assessing the Impact of Interactive Course Activities on Students’ Perceived Learning and Persistence in Online Courses, Chia-Lin Tsai and Heng-Yu Ku