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Evaluating the Complex Problems Program

Click through the tabs below to learn about our approaches to assessment and evaluation of the Complex Problems seminars. 

Selected
Collaboration Initiative
Program Leaders
Learning Outcomes
Grading Equity Project

The Collaboration Initiative (CI) Student-Faculty Partnership

Collaboration Initiative

This partnership intentionally includes student voices and perspectives in the design of program assessment projects. The CI began in Fall 2021, and each year, we invite students and faculty to work together to gather data towards answering a question about the Complex Problems program. 

Academic year 2021-22: The CI designed a survey to how students made real-world connections through their Complex Problems seminar. Respondents included students, faculty, and student staff. Survey results indicated that students made these connections in many ways that extend beyond the intentional co-curricular activities in their seminars. Respondents discussed how they made such connections through increased awareness of themselves and others, deep engagement with their seminar topic, seminar activities and assignments, and connections to their other academic and professional interests. 

Academic year 2022-23: Students and faculty designed focus groups to explore student awareness of the learning outcomes within Complex Problems seminars. The focus groups revealed that students, when prompted, are somewhat familiar with the ways the seminar activities and assignments align with learning outcomes, but in general, students are not familiar with "learning outcomes" terminology.

Academic year 2023-24: The CI got curious about how class discussions help students engage with the Diverse Perspectives learning outcomes. Spring 2024 Complex Problems students will have the opportunity to answer a survey reflecting on their experiences. 

Program Leader (PL) Position Student Staff Experiences

Program Leaders 2022

In Spring 2020, the Complex Problems team conducted focus groups with Program Leaders, undergraduate student-staff members who work with Complex Problems seminars, to critically evaluate the position description, experience, and growth oppotunities for PLs. 

Feedback informed changes made to PL training and the PL job description. Through the assessment, we discovered that PLs were interested in receiving more opportunities for professional development and we learned PL experiences often varied based on PL relationships with faculty members and faculty expectations. 

In academic year 2023-24, Complex Problems has made adjustments to the guidance around building a collaborative relationship between PLs and faculty. This ongoing work will be shared at the 43rd Annual Conference on The First-Year Experience in Seattle, WA. 

Learning Outcomes Assessing Pedagogy and Academic Inquiry Skills

Diverse Perspectives, Critical Reading, Communication, Reflection and Integrative Learning

Each year, the Complex Problems team reviews specific learning outcomes to understand how best to support faculty in their teaching and students in their transition to university-level academic work. 

In academic year 2019-20, reflection - metacognition and integrative learning were evaluated.

In academic year 2020-21, diverse perspectives - awareness was evaluated, along with continued work on  reflection - metacognition and integrative learning. 

In academic year 2021-22, integrative learning was evaluated through a new lens at the direction of the Collaboration Initiative.

Academic year 2022-23 saw a focus on the critical reading learning outcomes through development of a critical reading rubric that may be adapted and applied to reading assignments across the program. 

The communication learning outcome area is being evaluated through faculty interviews and student surveys in academic year 2023-24. 

Over the time period of 2022-2025, critical reading, communication and diverse perspectives will be evaluated.

Following each year's evaluation, results and recommendations are shared with faculty, students, and other stakeholders for implementation and continued improvement in each learning outcome area. 

The Grading Equity Project Understanding and Interrupting Disparities

The Grading Equity project

The grading equity project is an ongoing review of grades earned in Complex Problems seminars accross diverse student populations. In Fall 2022, a committee reviewed disparities in grades assigned by student race/ethnicity. We inquired into the most prevalent grading methods in the seminars and discovered that written work and participation contribute most significantly to students' grades. 

CP faculty are encouraged to incorporate inclusive pedagogy strategies, particularly related to writing and participation. Additionally, individual faculty are encouraged to investigate their own grading patterns through data review and critical evaluation of their own syllabi. AU Core Faculty Fellows facilitate pedagogical conversation groups and coordinate individual grading data reviews.