ACM Pedagogic Resources > Learning from Study Abroad > May Workshop

Workshop 1: Interpreting the LSA Results for ACM Programs

May 21-22, 2012 | 205 W. Wacker Dr., Classroom 200A, Chicago, IL

This hands-on workshop, modeled on the successful Center of Inquiry data workshops, will help participants learn how to interpret and, more importantly, use assessment data about ACM off-campus programs.

The workshop is for invited participants only. Please submit the registration form by April 19, 2012.

Workshop Goals

  • Review data collected from students enrolled in ACM off-campus study programs through the Teagle-funded Learning from Study Abroad (LSA) survey instrument.
  • Consider how that data might reveal which program elements and experiences have the most impact and contribute to students achieving liberal arts learning goals.
  • Increase participants' confidence in their ability to work with survey and assessment data and to use this data to improve advising of students and shaping of campus policies regarding off-campus study.
  • More broadly discuss ways of using data from the LSA survey and other sources to improve student learning in off-campus study programs; analyze the LSA potential as a tool for understanding liberal arts learning in off-campus programs; and begin wider discussions about assessing off-campus study learning.

Workshop Overview

Charlie Blaich and Kathy Wise from the Center of Inquiry, along with the Teagle Assessment Scholars, have deep experience in helping colleagues ask good questions about the data and then formulating plans of action. Among the questions to be pursued are the following:

  1. What are the broad patterns observable across ACM programs? To what extent does a study abroad experience contribute to the learning goals of the liberal arts?
  2. Are there particular study abroad program attributes (e.g., home stay, length of program, language requirements, etc.) that have greater or less impact on the achievement of liberal arts learning goals? Are there particular experiences (e.g., attending cultural events, making friends with students in host culture) that seem to have a marked impact?
  3. How do the learning outcomes derived from study abroad relate to the growing body of information on liberal arts learning from campus-based aspects of the educational experience?
  4. In looking at individual programs, can we see any patterns, especially when connecting the LSA data with ACM program evaluations?
  5. Does any information from the surveys suggest action in terms of program or curriculum design?
Read more about the project background

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