nyit annual program assessment report, june 2018 · 1. gain a coherent understanding of the...

NYIT Annual Program Assessment Report, June 2018 This report provides evidence that students are achieving end-of-program learning goals and that graduates are attaining achievement outcomes established by the program.

Name of the program: __Interdisciplinary Studies & Urban Administration_______________________________________________________

Year (e.g., AY17-18) of assessment report: ________AY17-18_______________________________________

Date Submitted: ___________June 10, 2018_________________________________

Contact: Jim Martinez (chair IS)

The Statement of Program Learning Goals and Curricular Matrix are available and updated at:

http://www.nyit.edu/planning/academic_assessment_plans_reports.

I. Annual Program Learning Assessment:

CLOSING THE LOOP: Many programs proposed improvement actions based their AY 16-17 assessment reports. Please provide an update on the proposed improvement actions reported in last year’s assessment report. Where the actions implemented? Are they likely to be effective?

2016-2017 Outcome: Approximately half the students created work that reviewers felt met the standard. In this respect, it appears that most graduating students are not able to use a basic research process to demonstrate a coherent understanding of the knowledge, skills, and values of their discipline. There was a large gap in quality between the high scoring (4) and low scoring (0) projects.

2016 -17 Improvements - Planned A few minor improvements would help some of the students who underperformed. The oral presentation assignment, which focuses on making a presentation to a potential employer, will now include a section on using multimedia tools to make a professional-level presentation. We will also require a practice presentation in front of the group with a focus on better delivery such as eye contact, posture, etc.

2017-2018 Improvements Summarized The evidence presented in this report asserts that faculty carried out planned improvements and that there was a qualitative improvement in student experience with the incorporation of high impact practices in IDSP 410 & 450. This report also includes an assessment of the

http://www.nyit.edu/planning/academic_assessment_plans_reports

NYIT Annual Program Assessment Report, June 2018

Urban Administration program. As the Urban Administration program has low enrollment, the assessment data reflects information on specific students and is therefore insufficient to generalize yet on a program level. 1. GOALS: List program learning goals that have been assessed in AY 17-18. Students pursue three concentrations out of fourteen permitted, combining a mix of courses across schools and disciplines. As a result, program learning outcomes are necessarily general. Graduating students in the Interdisciplinary Studies Program will be able to:

1. Research a problem from an interdisciplinary perspective 2. Analyze a problem from an interdisciplinary perspective 3. Create solution(s) from an interdisciplinary perspective 4. Explain their program of study and academic training to a prospective employer or representatives in various fields of study 5. Demonstrate skills in information literacy (the ability to find and evaluate traditional print and digital sources) 6. Demonstrate interpersonal skills for collaboration across disciplines.

Graduating students in the Urban Administration Program will be able to : 1. Gain a coherent understanding of the knowledge, skills, and values of urban studies scholarship and administrative practice 2. Achieve proficiency in oral and written communication, scientific and quantitative reasoning, critical analysis, technological competency, and information literacy in an urban context 3. Integrate academic and co-curricular learning to explore concepts and questions that bridge disciplines, professions, and cultures in an urban context 4. Formulate evidence-based and ethical courses of action or conclusions to address urban challenges and problems 5. Engage with, respond to, and reflect on urban political, social, environmental and economic challenges at local, national, and global levels 6. Develop self-efficacy, professionalism, creativity, and an innovative spirit in an urban context

2. METHOD: Describe the method of assessment and attach measurement instruments (e.g., rubric, exam items, scoring guide for a particular task, supervisor evaluation form, and standardized assessment tool).

Interdisciplinary Studies IDSP faculty has redesigned the IDSP 410 capstone seminar to reflect the course catalog description. The new assignment titled: Solutionary, requires that students examine a complex interconnected issue through a systems-thinking lens and within the context of one


(or more) of your Interdisciplinary Studies concentration areas. Students must define a problem or issue, conduct research, develop a solution, refine it, and implement it. Students must explain the process and share results. See Appendix A – IDSP 410 Final Project for details. Students were encouraged to submit the assignments prior to the final due date to receive instructor feedback to incorporate improvements to the final product.

IDSP Faculty implemented experiential tasks in IDSP 450, which is a 3-credit internship course that requires the following assessment tools: a learning agreement contract with deliverables in form of weekly journal assignments, a final reflection and a performance assessment that is completed by the internship supervisor. (See attached document IDSP450Spring2018Assessment.pdf)

3. ANALYSIS: Report assessment results per learning criteria (e.g., per row of rubric, subset of test items, components of a learning task)

Interdisciplinary Studies

IDSP 410 Students availed themselves of the opportunity to incorporate feedback in the final Solutionary assignment and final grades based on a point value system ranged from 93-100%. IDSP 450 Faculty noted that students showed growth through the assessment instruments and the growth was visible to the supervisors in the workplace.

Faculty recognize that a new set of rubrics need to be developed to improve the depth of analysis possible with the new assessment tools. Development of new rubrics will be a goal for the 2018 Assessment day.

Urban Administration

Faculty conducted an assessment of students in URBA 300 F01 (Spring 2018) but there were only three students in the program and results are not statistically significant. See results in Appendix B. The assessment is aligned to learning outcome and is appropriate in granularity. Specific assessment tools were not available as of this report.


4. INTERPRETATION Provide an interpretation of student strengths and weaknesses for a given program learning

outcome.

Interdisciplinary Studies

The Interdisciplinary Studies program benefits from a well-developed supervisor review survey implemented in the IDSP 450 course that acts as an independent third party review of student skills and dispositions in the workplace. While the sample size is not statistically significant, the qualitative evidence suggests that supervisor reviews confirm faculty assessments when students complete all assignments. IDSP 450 does overlap with the capstone seminar course IDSP 410 which act as mutually reinforcing courses that focus on problem-solving, researching, analyzing and implementing solutions and communicating professionally. Faculty implemented improvements in IDSP required that students use more multimedia technology in presentations and classroom assignments. In particular VoiceThread is used in the Solutionary capstone final. Students are required to variety of multimedia elements including text, audio, video and image in final presentations. The students also participate regularly in using other presentation technologies such Google Slides and SMORE. In addition to integrating technology services, students regularly led and participated in discussions, submitted written reflections, and received peer-feedback and instructor feedback. Students also submitted video recorded “elevator pitches” which provided opportunities for feedback on oral presentations. Student feedback to changes that faculty implemented were particularly strong including the following comments:

IDSP 410 responses from students

“Very positive approach when giving feedback. Dr. O’Hara encourages her students to think outside the box and provides the opportunity to learning new skills for her students”

“Everything was well-prepared and content was taught and discussed thoroughly amongst the class. We were forced to be very engaged within class and discussion boards, but it was extremely beneficial to learning the content and to think critically, I really enjoyed this class!”


IDSP 450 responses from students “What I liked best about the instructor is that she is very attentive to each student and whenever a student needs help, she does her best to make sure they understand the course material. She wants every student to do well in the class and she takes that extra mile to ensure that and that is something I don’t see often with certain professors at NYIT. I also like how she gives each student feedback after each assignment.” The student evaluation data suggests that high impact experiential learning assignments coupled with frequent positive feedback opportunities are assessment tools that are welcomed by students and perceived as positive experiences. Urban Administration

The Urban Administration courses are difficult to make generalizations about because of low enrollment. However, it is extremely positive to know that students are being systematically assessed. Urban Administration faculty will receive direct professional development support to organize and inventory assessment instruments.

IMPROVEMENTS – If any weakness has been identified, provide a plan for improvement, including timeline, and personal responsibility for completion.

The appointment of two full time faculty members into Interdisciplinary Studies has made a difference in student experience, specifically responsiveness to student needs and attention to administrative and program development needs. We expect to continue to develop both the Interdisciplinary Studies program and the Urban Administration program by committing to the following:

1. Developing and using appropriate assessment tools to inform instructional decisions 2. Training and supporting the professional development of all faculty teaching within both programs 3. Focusing on the immediate needs of the programs specifically, high quality advising to students in interdisciplinary studies

II. Summary of Improvements Made in Response to Assessment Results in the past few years:


Year of Assessm

ent Results

brief name of program learning goal (e.g., writing)

Improvements Implemented Based on Assessment Results

Impact of Improvements (report reassessment results if available)

AY13-14 by the time of graduation, students in the interdisciplinary studies program should be able to explain and describe their individualized programs of study and academic training to a prospective employer (or to an admissions officer at a graduate program).

In the 2013-2014 academic year NYIT introduced a

revamped IDSP 410: Career Strategy and Development. 69 students took the course (28 in fall and 41 in spring). IDSP 410 is required for all Interdisciplinary Studies majors and optional for students in other majors. We defined learning

objectives in the syllabus that all sections used.

From the pre and post surveys we asked students to rate their level of

agreement with the statement “I feel very confident in describing my major to employers.” We see an increase of 24 percentage points in the responses

agree/strongly agree for fall and of 17 percentage points in spring. Ultimately, over 80% of respondents indicated that they feel very confident describing the

interdisciplinary major to employers. https://www.nyit.edu/files/planning/PLAN_plans_reports_coas_Interdisciplin

aryStudies_AssessmentReport_AY13-14.pdf

AY14-15 By the time of

graduation, students in the Interdisciplinary

Studies Program should be able to effectively

analyze and research a problem from a variety

of disciplinary perspectives. *See

Assessment Rubric #1

The internship course IDSP 450 allows students to apply their previously acquired interdisciplinary knowledge to

their selected internship experience. Internships are selected by each individual student based on their area of interest and their future aspirations, which often align with their chosen

concentrations. In conjunction with completing their internship experience, students will select a service learning

project. Service Learning projects are selected by each individual student based on their area of expertise and the

service learning project they would like to work on.

Overall, of the 9 students in the course, 7 students performed higher than average on all three measures with the Supervisor Review component

averaging the highest score at 80% (with no individual score lower than a “Good”). The Final Reflection averaged at a 85% and the weekly journals

averaged at a 85%. The improvements in scores from the weekly journals to the final reflection show an increase in the awareness of the growth and

development of skills necessary for career success. The Supervisor Review scores demonstrate an above average ranking of NYIT students’ overall

performance in the workplace. 2 students have yet to complete the course requirements and the course will be re-evaluated once all students have

completed their written assignments, journals and given an Employer Final Evaluation.

https://www.nyit.edu/files/planning/PLAN_plans_reports_coas_InterdisciplinaryStudies_AssessmentRubric_IDSP450M01_2015.pdf

AY15-16 Program Review Started The Dean of the School of Management (who is also Acting

Dean of the School of Education) generated the report on the

Changes Delayed as a result of Interim Dean leadership and transition of

program to new School.

https://www.nyit.edu/files/planning/PLAN_plans_reports_coas_InterdisciplinaryStudies_AssessmentReport_AY13-14.pdf

https://www.nyit.edu/files/planning/PLAN_plans_reports_coas_InterdisciplinaryStudies_AssessmentReport_AY13-14.pdf



NYIT Annual Program Assessment Report, June 2018 future of the Interdisciplinary Studies major as part of the institution-wide reorganization to create a new School of

Interdisciplinary Studies and Education.

https://www.nyit.edu/files/planning/PLAN_PlansReportsCoAS_InterdisciplinaryStudies_AssessmentReport_AY1516.pdf

AY-17-18 Interdisciplinary Studies Two full-time faculty assigned to the department. A new chair appointed as to June 1.

Full Time faculty aligned assessments to official course descriptions and student learning outcomes. Identified that additional rubrics need to be developed and a systematic approach to alignment of assessments to learning outcomes needs to be documented and communicated.

Urban Administration The new program chair and full-time faculty will work with part-time faculty to provide assessment support.

Background and Improvements in AY 2017-18:

Faculty with leadership of the Dean have initiated discussions to articulate a vision and mission for Interdisciplinary Studies. While the language has not yet been finalized, a draft concept has been laid out and the enthusiastic spirit and the positive intent of faculty are evidence of their commitment to turn the school into a change agent spearheading the new maker, doer, creative, innovative and entrepreneurship culture at NYIT.

Vision draft

Interdisciplinary Studies will be a nationally recognized program known for engaging students to address complex social, technical and scientific challenges.

NYITfusion/ Interdisciplinary education for design innovation.

The goal is to foster collaboration among existing programs and departments and formulate new transdisciplinary degree programs and projects engaging broad environmental, social and economic issues through the lens of design research, technology and ultimately materials.

The goal is to build upon NYIT’s existing strengths in research and teaching on the wider topic of smart cities. We want to give visibility to new emerging research groups and expand their visibility on platforms beyond the more known areas of cybersecurity, the energy_food_water nexus or medical and smart devices and integrate those with urban data visualization. Design thinking drives innovation and transformative agency within the school that houses NYIT's most dynamic programs. It facilitates research on many levels of education and in broad transdisciplinary projects and oversees applications in communities and industry or professional partnerships.




New Advising and Recruitment Strategy for the Interdisciplinary Studies Degree:

A key concern about the Interdisciplinary Studies major has been a lack of focus and understanding about what the degree signifies, its latent potential for the workplace of the future and how students should be advised.

Faculty guided by Dean Pongratz have addressed this important concern and developed Personalized Academic Learning Maps (PALMs), which is a framework that provides strategic guidance to staff and faculty charged with advising Interdisciplinary studies majors on which courses and concentrations best align with students’ particular passions and career interests. The new advising framework of PALM reflects a new vision for the Interdisciplinary Studies degree that will better integrate fabrication, technology, new media, experiential, and STEAM learning. We believe this strategy will support students to compete in fields with emerging technologies such as digital fabrication, environmental technologies, and disruptive technologies such as blockchain. We developed over the last academic year 18+ career maps in two areas, social maker palms and digital maker palms.

Faculty in Interdisciplinary Studies are collaborating with Communication & Marketing (C&M) to articulate a rationale and statement on the impact the IS program has within NYIT as a whole:

Background: Interdisciplinary Studies and PALMs

Results from recent studies indicate that retention among first-year college students is more likely to occur when students feel a sense of community and satisfaction. First-year students are also most likely to continue with their studies when they perceive their advisors to be approachable and available.

The Interdisciplinary Studies program boasts a low student to faculty ratio. Faculty serve as both instructors and advisors. Faculty are interdisciplinary scholars with instructional approaches that implement theory based, high impact teaching practices. As advisors, Interdisciplinary Studies faculty employ the innovative use of Personalized Academic Learning Maps (PALMs) for academic and career advising. PALMs reflect dynamic, flexible clusters of courses designed to help students select academic concentrations from disciplines across the Institute. Advising with PALMs is the first step in preparing students for future careers and potential niche markets.

The unique design of the Interdisciplinary Studies program reflects research findings that point to institutional recommendations for increasing first-to-second-year retention:

(1) connecting students with faculty advisors early in a students’ academic experience and (2) creating opportunities for advisors to build ongoing relationships with students

NYIT Annual Program Assessment Report, June 2018 Upon admittance into the Interdisciplinary Studies program, students are paired with a faculty advisor. By employing the innovative use of PALMs, the faculty advisor and student relationship begins, and continues throughout the student’s college experience. The increased contact time and rapport building with Interdisciplinary Studies faculty greatly enhances the student satisfaction level during their first year student experience.

(3) creating a first-year seminar in which the instructor also serves as the students’ advisor

As part of the 21st-century Discovery Core Curriculum, the Interdisciplinary Studies department offers two of the required foundations core courses: FCIQ 101 Foundations of Inquiry and FCSC 101 Foundations of Scientific Process. These courses are designed to help students think critically and effectively across disciplines.

(4) promoting internships and experiential learning opportunities

Inherent in all Interdisciplinary Studies programs are opportunities for experiential learning. FCIQ 101 Foundations of Inquiry and FCSC 101 Foundations of Scientific Process implement service learning within coursework. The advanced course, IDSP 450 Internship/Service Learning and Urban Administration internships, in collaboration with the Office of International and Experiential Education, provides students the opportunity to participate in NYIT’s Internship Certificate Program. The school is also beginning to develop relationships to a range of industries, via a multilateral partnership to a leading robotic automation company. A collaboration in technology based research and curriculum design, promises external stakeholders input to skill development of their future employees and in the meantime provides internships for students and mentorship or fellowship engagement for firm professionals. The expansion of at least partial automation to many industry sectors bears a manifold of opportunities related to customization needs and workforce shortage.

In regard to sophomore retention, research shows that second year students experience a high level of satisfaction when they perceive a connection with faculty who are able to engage them in the learning process as well as apply their learning to future aspirations. Both the Interdisciplinary Studies foundations core courses, and the advanced Internship/Service Learning courses meet these specific student needs.

Additionally, sophomore retention is positively impacted when advising processes assist students in determining potential careers followed by decisions about, and successfully enrollment in, pertinent courses. With the use of PALMs, sophomores in the Interdisciplinary Studies program can begin to envision career possibilities that inspire and motivate. This has a profound impact on students’ success in the Program, and as an active member of the NYIT community. From here, students in their junior year need the support from faculty to translate their vision into reality. Advising in the major becomes an important priority in the junior year as

NYIT Annual Program Assessment Report, June 2018 students prepare for internships, study abroad, plan for graduate school, as well as complete their requirements in a timely manner. With the continued use of PALMs in career advising, students’ individual needs are met.

Personalized Academic Learning Map (PALM)

Unique to the Interdisciplinary Studies program is the use of the Personalized Academic Learning Map (PALM ). PALM is a refined version of the former familiar three concentrations in the B.A. / B.S. B.P.S. Interdisciplinary Studies program. PALMs transform existing concentration placeholders into dynamic, flexible clusters of courses within academic knowledge areas from disciplines across the Institute. Faculty advisors begin by providing students with ambitious career goals and unique choices from a carefully developed set of pre-planned degree maps (PALMs). Courses within PALMs will prepare students for emerging careers and jobs yet to be invented for future professional fields.

PALMs serve as a means for combining students’ knowledge and complementary skills, and linking their experience with academic concentrations, with career goals in mind. The current offering of PALMs is not a finite set of career paths, but rather is a first selection of offerings reflective of students’ knowledge, skills, and interests. As schools’ curricula, career trends, and students’ interests evolve, PALMs will also.

As a result, students in the Interdisciplinary Studies major design their own degree track, right down to the courses and projects that are driven by their passion or by several identified interests; courses and projects that help them achieve the career they want. Using the Interdisciplinary Studies Personalized Academic Learning Maps (PALMs), students will be able to select from a range of pre-designed maps that align closely with careers and industries of high-growth potential.

II. Brief Description of Faculty & Staff Engagement in the Current Annual Assessment Report:

The Interdisciplinary Studies program changed leadership in the chair position from Nicholas Dagen Bloom of CAS to Jim Martinez of SISE as the new Chair as of June 1st 2018. As a result this report was written by dean Pongratz and chair Jim Martinez. Staff member Reginald Jasmin, who taught IDSP 450, Kate O’Hara taught IDSP 450 and Amy Bravo URBA 400, provided assessments and feedback used in this report. There have been extensive leadership changes. In 2016, the Department was reorganized as a Division within a new School of Interdisciplinary Studies and Education. Supervising Deans during the transition have included interim Deans Jim Simon, Jess

NYIT Annual Program Assessment Report, June 2018 Boronico, Lou Reinisch, and currently Christian Pongratz. Each Dean has brought a different vision for the department; as a result, there have been many changes in the direction of the Division during the past few years.

Acting for the period of 2016-17, the Associate Dean for Interdisciplinary Academic Initiatives, Elizabeth Donaldson, stepped down. Elizabeth was based on the Old Westbury campus and had been working on the Interdisciplinary Round-table Surveys, Interdisciplinary Studies “Council” (broader NYIT faculty engagement) and a Strategic Planning Committee related to developing new interdisciplinary graduate programs. Her position has not been replaced.

Nicholas Bloom, previous Associate Dean 2016-17, Chair of Interdisciplinary Studies since 2005-16 and 2017-18, stepped down as of June 1st 2018.

Jim Martinez, faculty in Interdisciplinary Studies, took his position on june 1st 2018 and stepped down as Director for Interdisciplinary Initiatives and Planning. This position is taken on by Michael Hosenfeld, faculty in the department of Digital Arts and Design per June 1st 2018, who will be part of the leadership team for Interdisciplinary Studies.

III. Annual Program Achievement Goals:

Please provide examples of readily available data on program student achievement (e.g., first-year retention rates, six-year graduation rates, average time to degree completion, certification exam pass rate, student satisfaction survey results, employer satisfaction results, % pursuing an advanced degree, % of job placement, etc.)

As a result of the various ways in which students transfer in and out of the IS program, quantitative data regarding retention and graduation rates while provided below are insufficient to establish a valid and reliable measure of program efficacy or inform decision making at this time. Qualitative data such as on high impact practices gathered through faculty observations and other institutional reports have informed our progress to date and have yielded insights that have resulted in developing a new advising strategy, termed personalized academic learning maps (PALM).

With the implementation of the PALM advising and recruitment strategy we expect to address these concerns as well as why the Interdisciplinary Studies major has been a lack of focus and understanding about what the degree signifies, and the improvements implemented and soon to be tested will hopefully increase and make visible the latent potential the degree bears for the workplace of the future and how students should be advised.


The question of retention and performance regarding the transfer students will need to be addressed in its problematics as shown per charts below, though we expect that recruitments will increase on first time freshman rates which select the degree as their first choice major.

Long term enrollment trend projection

0

20

40

60

80

100

120

140

2017 2018 2019 2020 2021 2022 2023 2024 2025

Interdisciplinary Studies growth trajectory 2017-25


Existing metrics applied to other programs do not adequately describe retention dynamics of transfer students in the Interdisciplinary studies programs. This is due to the fact that there are a variety of reasons why students transfer into and out of Interdisciplinary studies. Context is important to understand if explaining retention data of IS recruits. In some cases IS functions as an access to other NYIT programs, which the student did not initially qualify for to enter, but with initial credits earned in IS becomes able to enroll into.


The DFW rate for Interdisciplinary courses IDSP 310, 410 & 450 show promise in decreasing percentages.


Appendix A

FINAL PROJECT IDSP 410

Fall 2017 Dr. Kate E. O’Hara For your final project you will become a Solutionary! You will examine a complex interconnected issue through a systems-thinking lens and within the context of one (or more) of your Interdisciplinary Studies concentration areas. When determining your complex interconnected issue, consider the saying, “Think Global, Act Local.” Select an issue that negatively impacts your own community, city, or town. You will use VoiceThread to share your message and your solution. VoiceThread is a multimedia slide show that holds images, documents, and videos and audio files (actually over 50 different types of media can be used in a VoiceThread!) Although you can comment on VoiceThread slides using one of five powerful options: microphone, webcam, text, phone, and audio-file upload, for this project you will create a multimedia VoiceThread about your local problem/issue and narrate each slide using a webcam for video/audio. As an NYIT student, you already have a VoiceThread account. Directions for accessing VoiceThread are attached here: CTL_TeachingWithTechnology_VoiceThreadPasswordReset.pdf VoiceThread home: https://voicethread.com/ and VoiceThread features: https://voicethread.com/about/features/ Here’s what to include in your multimedia VoiceThread:

1. Define your local problem or issue. Explain the interconnectedness to a related societal or global issue (remember systems thinking) Also, explain how this local issue (or your solution addressing of this issue) is connected/related to one or more of your Interdisciplinary Studies concentration areas. (if you were writing this section it would be approximately 400 or more words—instead you will explain in 400 words or more via a webcam)

NYIT Annual Program Assessment Report, June 2018 2. Conduct research: What did you find out about this issue? (if you were writing this section it would be approximately 400 or more words—

instead you will explain in 400 words or more via a webcam)3. Develop a solution. The solution must address the root systems that cause the problem and do the most good and least harm for people,

animals, and the environment. (Think: just, humane, and sustainable).(if you were writing this section it would be approximately 300 or more words—instead you will explain in 300 words or more via a webcam) 4. Refine and implement a solution: this is not hypothetical. Begin the process! Explain what you have done to implement a solution—share theaction or the results—do not simply say what you would do—do it and explain the process and the results!The design of your VoiceThread, and the content of your VoiceThread, should clearly reflect your effective researching, writing, public speaking, critical thinking, creative problem-solving, systems-thinking, and consensus building.

Appendix B

ASSESSMENT RESULTS: URBA 300 F01 (SPRING 2018)

Assessment was conducted using learning outcomes and Interdisciplinary Studies program goals to evaluate Interdisciplinary Studies students in URBA 300 F01 (Spring 2018). See results provided below for:

5

Student: xxxxx Learning Outcomes (Urban Analysis)

Ability to analyze social/cultural traditions and needs of a community

Ability to analyze an urban problem/solution from different perspectives and disciplines 5


Ability to identify urban economic, political, and social problems/solutions

5

Ability to analyze local, regional, and national public policy in an urban context

5

Ability to analyze statistical reports in an urban, government/non-profit context

4

Interdisciplinary Studies Program Learning/Assessment Outcomes: IDSP 450 W01 – Internship (Spring 2018)

Students completing their internship course this Spring 2018 semester will be assessed based on two main points:

1) By the time of graduation, students in the Interdisciplinary Studies Program should be able to effectivelyanalyze and research a problem from a variety of disciplinary perspectives. *See Assessment Rubric #1

The internship course allows students to apply their previously acquired interdisciplinary knowledge to their selected internship experience. Internships are selected by each individual student based on their area of interest and their future aspirations, which often align with their chosen concentrations. In conjunction with completing their internship experience, students will select a service learning project. Service Learning projects are selected by each individual student based on their area of expertise and the service learning project they would like to work on.

Upon selecting an internship, students are required to submit a Learning Agreement that, among other things, asks the students to identify the top 3 skills they wish to develop during the internship. Weekly journal assignments require the students to reflect on the various skills that were put to use, challenged, or developed in the prior week’s experience. The final reflection assignment (due at the end of the semester) asks the students to reflect on the degree to which they met their goal of developing the skills highlighted in the learning agreement. The final reflection also asks students to identify previous classroom (academic) learning were they were able to apply to their internship position. Lastly, each student’s internship supervisor is asked to complete a survey that judges the student’s performance on specific factors (including judgment, responsibility, attendance, etc.) as an overall performance rating. The following rating scales will be used to identify the degree to which students performed on each of these three components.

2) By the time of graduation, students in the Interdisciplinary Studies Program should be able to explain anddescribe their individualized programs of study and academic training to a prospective employer (or to anadmissions officer at a graduate program). *See Assessment Rubric #2

Students enrolled in the internship course are required to create a resume and LinkedIn profile in which they are to include their internship experience as well as the responsibilities that were assigned to them or that were carried out in their position. The following rating scale will be used to identify the degree to which students were able to describe how well they were able to describe their responsibilities as it relates to skills development.

Assessment Rubric #1 Weekly Journal Final Reflection Supervisor Review

5 Consistently articulated how the internship experience put to use, challenged, or developed skills in the prior week’s experience.

Demonstrated an exceptional level of awareness of the skills that were used and growth that was experienced as a result of the overall experience.

Overall performance rated as excellent; developed great civic skills during internship experience.

4 Often articulated how the internship experience put to use, challenged, or developed skills in the prior week’s experience.

Demonstrated a strong level of awareness of the skills that were used and growth that was experienced as a result of the overall experience.

Overall performance rated as good; practiced key skills during internship experience.

3 Satisfactorily articulated how the internship experience put to use, challenged, or developed skills in the prior week’s experience.

Satisfactorily demonstrated a high level of awareness of the skills that were used and growth that was experienced as a result of the overall experience.

Overall performance rated as satisfactory; internship experience has provided student with real world experience.

2 Rarely articulated how the internship experience put to use, challenged, or developed skills in the prior week’s experience.

Poorly demonstrated a high level of awareness of the skills that were used and growth that was experienced as a result of the overall experience.

Overall performance rated as unsatisfactory; has to improve in one or many areas: work quality, responsibility, grooming, attendance, etc.

1 Failed to articulate how the internship experience put to use, challenged, or developed skills in the prior week’s experience.

Failed to demonstrated awareness of the skills that were used and growth that was experienced as a result of the overall experience.

Overall performance rated as poor; internship experience illustrates student has not developed any skills, initiative and/or responsibility.

Summary Overall, of the 9 students in the course, 6 students performed higher than average on all three measures with the Supervisor Review component averaging the highest score at 80% (with no individual score lower than a “Good”). The Final Reflection averaged at a 85% and the weekly journals averaged at a 85%. The improvements in scores from the weekly journals to the final reflection show an increase in the awareness of the growth and development of skills necessary for career success. The Supervisor Review scores demonstrate an above average ranking of NYIT students’ overall performance in the workplace. 3 students did not complete the course requirements and the course can be re-evaluated once all students have completed their written assignments, journals and given an Employer Final Evaluation.

Assessment Rubric #2 Resume LinkedIn

5 Explanation of responsibilities/skills is excellent. Explanation of responsibilities/skills is excellent. 4 Explanation of responsibilities/skills is good. Explanation of responsibilities/skills is good. 3 Explanation of responsibilities/skills is neutral. Explanation of responsibilities/skills is neutral. 2 Explanation of responsibilities/skills is fair. Explanation of responsibilities/skills is fair. 1 Explanation of responsibilities/skills is poor. Explanation of responsibilities/skills is poor.

Summary Though most students scored above average on the Resume at 92%; the LinkedIn profile measure was below average 50%.

Final Thoughts/Future Actions: Students perform fairly well on weekly journals and the final reflection assignments, and further, show improvement with time therefore demonstrating an increased ability to identify skills in varying settings that were challenged, practiced, and ultimately developed, as is the goal of the course. Though performance on resumes was slightly above average, there is room for room for improvement on both the resume and LinkedIn assignments.

To address this need, I will add focus on the resources that will helps students with these two assignments. Resources will include collaboration with the Career Services Office to offer either group or individualized workshops focusing on resume writing skills. For LinkedIn, students should be assessed in terms of connections made and organizations/groups participated in within the site by students providing in-depth evaluation on their progress making connections. Additionally, these assignments will be emphasized a bit earlier in the semester in order to have time for students to review and correct areas of weakness.

ID Name Weekly Journal

Final Reflection

Supervisor Review Resume LinkedIn

Student 1 4 5 5 5 5

Student 2 5 4 5 4 4 Student 3 4 5 0 3 4 Student 4 5 4 4 5 5 Student 5 5 4 0 4 3 Student 6 5 5 4 5 5 Student 7 3 5 5 5 5 Student 8 4 5 0 5 4 Student 9 5 5 5 5 5

5/11/2018 Supervisor Final Evaluation of Student

https://docs.google.com/forms/d/1tWHr8427TgFWA25RwT7jm-htNar6rBlbaCgc3oBG10w/edit#response=ACYDBNh_Qk4nm7w9S-v9q6ouLwX6yZp54CbrBTYvSE2Q

Supervisor Final Evaluation of Student

Please take a few moments to evaluate your student intern, volunteer, or shadow. This evaluation asks similar questions to the midterm for comparison purposes and will be used for the student's professional and personal development. Your candid observations and constructive feedback are essential to the success of NYIT's programs. We value your participation.

Student name *Student x

Position title *Examples: graphics intern, or volunteer, or shadow

Operations Intern

Company/organization name: *

NYIT Athletics

Supervisor's name: *

Junior Salazar

Supervisor's email address: *

[email protected]



High interest in work. Very enthusiastic.

More than average amount of interest and enthusiasm for work.

Satisfactory amount of interest and enthusiasm for work.

Interest sporadic, occasionally enthusiastic.

Little interest or enthusiasm for work.

Other:

Very thorough in performing work. Errors very few, if any.

Usually thorough. Good work. Few errors.

Work usually passes review. Has normal amount of errors.

More than average amount of errors for a trainee.

Work usually done in a careless manner. Makes errors often.

Other:

Self-starter. Asks for new jobs. Looks for work to do.

Acts voluntarily in most matters.

Acts voluntarily in routine matters.

Relies on others. must be told frequently what to do.

Usually waits to be told what to do next.

Other:

Interest in work *

Quality of work *

Initiative *



Exceptionally good. Decisions based on thorough analysis of problem.

Uses good common sense. Usually makes good decisions.

Judgment usually good in routine situations.

Judgment often undependable.

Poor judgment. Jumps to conclusions without su�cient knowledge.

Other:

Always able to accept responsibility and be accountable for actions.

Usually able to accept responsibility and be accountable for actions.

Average ability to accept responsibility and be accountable for actions.

Di�cult time accepting responsibility and being accountable for actions.

Consistently di�cult time accepting responsibility and being accountable for actions.

Other:

Always works in harmony with others. An excellent worker.

Congenial and helpful. Works well with associates.

Most relations with others are harmonious under normal circumstances.

Di�cult to work with at times. Sometimes antagonizes others.

Frequently quarrelsome and causes friction.

Other:

Judgment *

Responsibility *

Relations with others *



Appreciative or willing.

Resentful or reluctant.

Other:

Appropriate

Inappropriate

Other:

Regular

Irregular

Other:

Regular

Irregular

Other:

Acceptance of criticism *

Professional appearance/grooming *

Attendance *

Punctuality *



Critical thinking/problem solving

Verbal communication

Written communication

Intercultural communication

Intergenerational communication

Research

Organization/planning

Time management

Adaptability

Flexibility

Technology

Leadership

Other:

Poor

1 2 3 4 5

Excellent

What civic/transferable skills did the student develop? *

Overall performance *



Dom will use the skills he developed here for any job he gets in the future. His ability to work side by side with me helped him develop a realization of critical thinking and the importance of being able to make quick decisions to avoid crisis.

Continue to make this a priority. Every student at NYIT, regarding major, should have an internship before graduating.

Yes

No

Yes

No

This form was created inside of New York Institute of Technology.

Concluding comments/concernsThis end of semester and �nal evaluation provides students the opportunity for professional development. Pleaseidentify the student's most positive attributes and/or areas in which the student can improve to be successful inhis/her chosen career �eld.

What can NYIT do to better prepare its students for the world of work?

Can we contact you to include your name/testimonials in our marketingmaterials?

Would you like to nominate your student for an experiential educationaward?If you answer yes, we will email you a form.

Forms

https://www.google.com/forms/about/?utm_source=product&utm_medium=forms_logo&utm_campaign=forms


https://docs.google.com/forms/d/1tWHr8427TgFWA25RwT7jm-htNar6rBlbaCgc3oBG10w/edit#response=ACYDBNhCnzzjDYNlDfvDM3_0hS3A7e36n3wZXc3Zg1hsI5



Student name *Student Y


Special Events Intern


LI Sports Hub


Sandra Alvarez


[email protected]








Other:






Other:






Other:

Interest in work *

Quality of work *

Initiative *








Other:






Other:






Other:

Judgment *

Responsibility *






Other:

Appropriate

Inappropriate

Other:

Regular

Irregular

Other:

Regular

Irregular

Other:



Attendance *

Punctuality *








Research


Time management

Adaptability

Flexibility

Technology

Leadership

Other:

Poor

1 2 3 4 5

Excellent





Yes

No

Yes

No


Concluding comments/concernsThis end of semester and �nal evaluation provides students the opportunity for professional development. Please identify the student's most positive attributes and/or areas in which the student can improve to be successful in his/her chosen career �eld.

STUDENT Y is an exceptional individual. He/she was extremely professional and brought a lot of attributes to helping our company. He/she surpassed expectations and was a pleasure to have part of the Sports Hub.

What can NYIT do to better prepare its students for the world of work?I believe continuing to offer them more internship opportunities that are in line with their future goals.



Forms



https://docs.google.com/forms/d/1tWHr8427TgFWA25RwT7jm-htNar6rBlbaCgc3oBG10w/edit#response=ACYDBNgIV_K76Akpk3RSKZKCFH5w779WO2LbwV7wsNy



Student name * Student F


PT volunteer


Professional Physical Therapy


Neal Viets


[email protected]








Other:






Other:






Other:

Interest in work *

Quality of work *

Initiative *








Other:






Other:






Other:

Judgment *

Responsibility *






Other:

Appropriate

Inappropriate

Other:

Regular

Irregular

Other:

Regular

Irregular

Other:



Attendance *

Punctuality *








Research


Time management

Adaptability

Flexibility

Technology

Leadership

Other:

Poor

1 2 3 4 5

Excellent





Yes

No

Yes

No



Student F was very well versed with proper communication with many different cultures. He/she was punctual and adaptable to many situations. Student F was capable of learning on the �y when teaching exercises and making adjustment based on interactions and things patients would describe. Student F should work on areas with being prepared in the evening and understanding time management.


Student F was well prepared for the experience.



Forms



https://docs.google.com/forms/d/1tWHr8427TgFWA25RwT7jm-htNar6rBlbaCgc3oBG10w/edit#response=ACYDBNiNx2La_q4qIvQ4z-q_LfcI9nbPgq9be9iLu8C-kwov7



Student name * Student Z


volunteer


Grenville Baker Boys and Girls Club


Carlos Pumar


[email protected]








Other:






Other:






Other:

Interest in work *

Quality of work *

Initiative *








Other:






Other:






Other:

Judgment *

Responsibility *






Other:

Appropriate

Inappropriate

Other:

Regular

Irregular

Other:

Regular

Irregular

Other:



Attendance *

Punctuality *








Research


Time management

Adaptability

Flexibility

Technology

Leadership

Other:

Poor

1 2 3 4 5

Excellent





Yes

No

Yes

No


Concluding comments/concernsThis end of semester and �nal evaluation provides students the opportunity for professional development. Pleaseidentify the student's most positive attributes and/or areas in which the student can improve to be successful inhis/her chosen career �eld.




Forms



https://docs.google.com/forms/d/1tWHr8427TgFWA25RwT7jm-htNar6rBlbaCgc3oBG10w/edit#response=ACYDBNiov0eA1gZp7Qd80FJUEh8fWr0AjBlx-5nR77twLxhx



Student name * Student A

Position title *

Examples: graphics intern, or volunteer, or shadow

Director of Community Outreach


NYIT / SVO


Amy Bravo


[email protected]








Other:






Other:






Other:

Interest in work *

Quality of work *

Initiative *








Other:






Other:






Other:

Judgment *

Responsibility *






Other:

Appropriate

Inappropriate

Other:

Regular

Irregular

Other:

Regular

Irregular

Other:



Attendance *

Punctuality *








Research


Time management

Adaptability

Flexibility

Technology

Leadership

Other:

Poor

1 2 3 4 5

Excellent





Yes

No

Yes

No


Student A is a self-directed leader and takes initiative to develop, plan, facilitate and evaluate programs and projects. The nature of the SVO o�ce is one in which 4 staff members share one email address and two o�ce desks. Communication is crucial when working with a team that has unique schedules and responsibilities. While Student A performed well, clear and articulate communication among teammates is essential so that all are aware of what has been completed and what work is still needed. Additionally, it is important to assign tasks to folks when leading major projects, even when you are not their superior. This can be uncomfortable and can lead to taking on all responsibilities, so as to not "burden" others. Overall, Student A was a major contributor among the team and was instrumental in the many successes the SVO had this academic year.


Require experiential education.






Forms



https://docs.google.com/forms/d/1tWHr8427TgFWA25RwT7jm-htNar6rBlbaCgc3oBG10w/edit#response=ACYDBNgq9wpa5k4OA31t_BiV-dLFPenxToCOnyJGfVgOd6



Student name * Student B


O�ce Intern (Expeditor)


K & Y Plumbing and Heating Inc.


Bibi Noorhassan


[email protected]








Other:






Other:






Other:

Interest in work *

Quality of work *

Initiative *








Other:






Other:






Other:

Judgment *

Responsibility *






Other:

Appropriate

Inappropriate

Other:

Regular

Irregular

Other:

Regular

Irregular

Other:



Attendance *

Punctuality *








Research


Time management

Adaptability

Flexibility

Technology

Leadership

Other:

Poor

1 2 3 4 5

Excellent





Yes

No

Yes

No



It was a pleasure to be able to have STUDENT B with us for the time he/she was with us. He has demonstrated that he is capable of working well with others and is very willing to do any task assigned to him.


Offer a class or seminar for students currently seeking work or for students who will be seeking work after college.



Forms


nyit annual program assessment report, june 2018 · 1. gain a coherent understanding of the...

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