UW BOTHELL:

HIGH-IMPACT
PRACTICES
ASSESSMENT

Q U Y N H T R A N / S DA D 5 6 5 0 - 6 0 / S P R I N G A N D S U M M E R 2 0 1 7
WHERE ARE WE GOING?

• UW BOTHELL INSTITUTIONAL CHARACTERISTICS

• INTERNSHIP CONTEXT: WHO AND WHAT?
• WHAT ARE HIGH-IMPACT PRACTICES?
• DATA ANALYSIS ACTIVITY
• LEARNING OUTCOMES
• THEORY TO PRACTICE
• PRESENTATION TAKEAWAYS
 UW BOTHELL

U W B OT H E L L H O L D S
T H E S T U D E N T- F A C U LT Y
R E L AT I O N S H I P T O B E
PA R A M O U N T. W E
P R OV I D E AC C E S S TO
EXCELLENCE IN HIGHER
E D U C AT I O N T H R O U G H
• 4 YEAR, PUBLIC
I N N O V AT I V E A N D
• FOUNDED IN 1990
C R E AT I V E C U R R I C U L A ,
• 5 1 1 3 U N D E R G R A D U AT E S
I N T E R D I S C I P L I N A RY
• 4 9 % O F I N C O M I N G F R E S H M E N A R E F I R S T- G E N
TEACHING AND
• 70% OF INCOMING FRESHMAN ARE FROM DIVERSE
RESEARCH, AND A
BACKGROUNDS
DY N A M I C C O M M U N I T Y
• 3 4 % O F U N D E R G R A D U AT E S A R E P E L L - E L I G I B L E
O F M U LT I C U LT U R A L
• 51% OF INCOMING STUDENTS ARE TRANSFER
LEARNING.
STUDENTS
 SITE SUPERVISORS

Kara Adams Claire Peinado Natalia Dyba Annette Anderson

Community Engagement Director of Integrated Director of Global Curriculum Development
Director Learning Initiatives Director
WORKPL AN
OBJECTIVES
1 . C O N D U C T A S S E S S M E N T O N H I G H - I M PA C T
P R A C T I C E S U S I N G Q U A N T I TAT I V E D ATA

2 . A S S I S T W I T H T H E C R E AT I O N O F D E F I N I T I O N S
A N D R U B R I C S F O R Q U A L I TAT I V E R E S E A R C H

3 . L E A R N A B O U T T H E I N S T I T U T I O N A L C U LT U R E
AT A P U B L I C , 4 - Y E A R U N I V E R S I T Y
 HIGH-IMPACT PRACTICES

Undergraduate Research Study Abroad Internships

Community-Based Capstone Living-Learning

Learning & Research Community
UW BOTHELL / STUDY ABROAD
R AC E OV E R T I M E
UW BOTHELL / STUDY ABROAD
PA R T I C I PAT I O N B Y S C H O O L
2016-17
LEARNING OUTCOME QUESTION
L O # 2 : U N D E R S TA N D I N G S T U D E N T S A N D W H AT S T U D E N T S A R E
STUDENT ISSUES PA R T I C I PAT I N G I N H I P S ?

L O # 4 : U N D E R S TA N D I N G A N D F O S T E R I N G I S T H E R E P R O P O RT I O N A L
D I V E R S I T Y, J U S T I C E A N D A S U S TA I N A B L E PA R T I C I PAT I O N I N H I P S
WO R L D F O R M E D B Y A G L O B A L P E R S P E C T I V E AMONGST STUDENTS
A N D J E S U I T C AT H O L I C T R A D I T I O N AC RO S S D E M O G R A P H I C S ?

L O # 7 : U T I L I Z I N G A S S E S S M E N T, E VA L U AT I O N , I F N OT, W H AT C A N W E
T E C H N O L O G Y, A N D R E S E A R C H T O I M P R OV E C H A N G E TO B E N E F I T
P R AC T I C E STUDENTS?

L O # 6 : D E V E L O P I N G A N D D E M O N S T R AT I N G WHO IS THE POINT

SKILLS IN LEADERSHIP AND PERSON ON THIS
C O L L A B O R AT I O N PROJECT?
THEORY TO
PRACTICE
• M A N N I N G ’ S O R G A N I Z AT I O N A L T H E O RY

• T I N T O ’ S T H E O RY O F S T U D E N T R E T E N T I O N
PRESENTATION TAKEAWAYS
KNOWLEDGE OF HOW TO APPLY ORGANIZATIONAL THEORY
TO IDENTIFY KEY STAKEHOLDERS

ABILITY TO USE THEORY TO INFORM ASSESSMENT

DESIRE TO CONDUCT ASSESSMENT TO

IMPROVE PRACTICE!
THANK YOU
QUESTIONS?