Margaret Stiner Jennifer Perry Baldwin Wallace University NACADA16 Bringing It All Together Advising With an Academic Skills Inventory Kruger amp Zechmeister 2001 10 skills areas 3 subsections with 3 items in each subsection ID: 773311
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Margaret StinerJennifer PerryBaldwin Wallace University#NACADA16 Bringing It All Together: Advising With an Academic Skills Inventory
- Kruger & Zechmeister (2001)10 skills areas, 3 subsections with 3 items in each subsection8. Research Methodology/Statistics- The ability to design, conduct, and analyze the results of research experiments and studies. A. Designing a formal research study (survey, experiment). __ I have helped conduct a psychological research project.__ I have designed a psychological research project.__ I have personally designed and conducted a psychological research project.B. Analyzing/interpreting experimental data (e.g., with t tests, ANOVA).__ I have used hand calculations or a calculator to analyze data from a research study.__ I have used statistical software programs such as SPSS or SAS to analyze data.__ I have used software programs to carry out an ANOVA or multivariate analyses.C. Analyzing results of qualitative (i.e., nonnumerical) research studies.__ I have gathered qualitative (non-numerical) information about an issue.__ I have analyzed responses in archival sources to gather qualitative information.__ I have performed a content analysis of qualitative information (such as answers to open ended questions). The Academic Skills Inventory
C. Supervising children or other special populations.__ I have babysat or otherwise supervised children.__ I have supervised children in a day care facility or camp setting.__ I have planned and administered programs for special populations. B. Evaluating the impact of research projects on society. __ I have discussed whether a research project was ethical or unethical.__ I have discussed with others the impact of specific research projects on our society.__ I have examined whether and/or how research should be conducted in order to maximize the benefits to society.Some problems with the original asi
APA Guidelines for Undergraduate Education (2007)10 Goals: Knowledge Base, Research Methods, Critical Thinking, Application, Values, Information and Technological Literacy, Communication, Sociocultural and International Awareness, Personal Development, Career Planning and DevelopmentNew items added:Advisor-generated questionsPsychological Testing course Efficacy Questions Goal QuestionsCreating the Asir
B. Oral Communication:__ I have made at least 3 oral presentations in class(es). If not 3, how many? _________ I have given a speech/presentation to a large audience (25+ people).__ I regularly contribute meaningfully in class discussions. __ I regularly contribute meaningfully in small group class discussions. __ I feel confident preparing oral presentations.__ I feel confident giving speeches/ presentations.__ I feel confident that I communicate appropriately when speaking with individuals with whom I interact (e.g., faculty, peers, support staff, professionals outside my immediate organization).__ I feel confident in my ability to answer questions during my presentations with high quality responses. Added efficacy questions
asirMany more questions9 skills areas Efficacy questions Goal questions – tracks included Published in 2013
Created for general useRemoved psychology-specific questionsCan be adapted as useful as a starting pointGeneral asi
PROsAn ASI facilitates rich conversationsProvides vocabulary to talk about skillsUsing an ASI early in a student’s college career sets up expectationsDeliberately using a paper copy allows students to see change Sections can be used in classes to show development Instructors can refer to skills when teachingAsi Pros and cons
CONsAn ASI might be longAn ASI is based on student perceptions of their progress – may create false judgments of efficacyNeed buy-in across advisorsMore effortful than “winging it” Asi Pros and cons
Monitor progress Allows advisors to make suggestions for other experiencesInternshipsResearch participationTrack experience with a variety of faculty members and class typesRecognize strengths and weaknesses Hold students accountable Using an asi in advising
Curricular AssessmentAre skills being taught in courses?Across sectionsProgram Assessment Are courses structured developmentally? Are courses needed that will fill a gap? Are particular courses needed?Using an asi in assessment
Consider:Professional Organization GuidelinesNecessary Professional Skills – languages, computer programs, cultural competenciesRealities of planning for the future Developing your own asi
Margaret Stiner: mstiner@bw.eduJen Perry: jperry@bw.edu Questions?
American Psychological Association. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved from www.apa.org/ed/resources.html Kruger, D.J., & Zechmeister , E.B. (2001). A skills-experience inventory for the undergraduate psychology major. Teaching of Psychology, 28 (4), 249-253. Perry, J. L, Foust, M., & Elicker, J. D. (2013). Measuring the varied skills of psychology majors: A revision and update of the Academic Skills Inventory. Retrieved from Society for the Teaching of Psychology website: http://teachpsych.org/otrp/resources/perry13.pdf References