The evaluation mission of CEDER provides support to U-M central administration, campus units, individual researchers, and community-based educators for evaluation or technical assistance related to education programs and research. Related to the evaluation strand is a research strand focused on conducting expert research on education practice at multiple levels and in multiple sites. SOE faculty members already engage in multiple forms of practice-based education research.
Examples of CEDER Evaluation Projects
Michigan GEAR UP
CEDER is the evaluation partner for the State of Michigan’s Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). The GEAR UP program is a federal grant designed to increase the number of low-income and underrepresented students who are prepared to enter and succeed in postsecondary education. GEAR UP services include college visits, academic advising, financial aid counseling and tutoring. Michigan’s 15 public universities serve as the program partners that work with local schools to deliver services to an entire cohort of students at that school. Michigan GEAR UP works with around 11,000 students from 85 schools who are now entering their senior year of high school.
FATE – Give Merit
A Transforming Learning for the Third Century Project
CEDER is tasked with evaluating the use of GradeCraft—an approach to gameful instruction—in three ways: its impact on student learning outcomes, faculty attitudes toward its use, and its diffusion at U-M. GradeCraft is a new approach to course design that emphasizes the need for students to make meaningful choices about how they will make progress within a course, be enabled to take on work that constantly challenges them, and feel connected to both their peers and instructional staff . These courses are designed to encourage students to take risks and make self-aware choices regarding how they best learn. Since its initiation, GradeCraft has been used by over 2,000 students across 40 courses on the U-M campus, and was awarded a $1.88 million grant from the Transforming Learning for a Third Century program to make GradeCraft available to all instructors and students on the U-M campus and beyond.
MI-Louis Stokes Alliance for Minority Participation
CEDER is collecting and processing data from focus groups, surveys, reports and reviews, summaries, curricular materials, and both quantitative and qualitative evaluations in order to evaluate the Louis Stokes Alliances for Minority Participation (LSAMP) program. This program assists universities and colleges in their efforts to significantly increase the numbers of historically underrepresented students matriculating into and successfully completing high quality degree programs in science, technology, engineering and mathematics (STEM) disciplines in order to diversify the STEM workforce. The present focus is on enhancing/increasing transfer of community college students to Michigan universities, including the University of Michigan, Michigan State University, Wayne State University, and Western Michigan University.
University of Michigan Law School: Experiential Learning Curriculum
A Transforming Learning for the Third Century Project
CEDER is advancing evaluative work of Law School curricular changes using various metrics, including student learning, curricular engagement, employment, and job satisfaction outcomes. CEDER’s examination is a process evaluation, looking at not only in what ways the curricular changes affected student experiences but also what components of the program may have enacted these changes and how so. The Law School is in the process of re-imagining legal education by integrating early experiential learning and community engagement into its curriculum. Specifically, the first-year Legal Writing and Practice Program (LWPP) will involve performing real legal work to address the real legal problems of the poor. In conjunction, a complimentary first-year law clinic will exist where first-year students will work alongside upper-level students to conjointly occupy the role of lawyer for disadvantaged people in Washtenaw County (in which U-M resides) and beyond.
Ross School of Business – Preparation Initiative
The Preparation Initiative is partnering with CEDER to evaluate the impact of its educational programs of U-M students college and professional careers. The Preparation Initiative is a program that prepares incoming students who are interested in business to submit competitive applications to the Ross School of Business. Evaluation activities include the design and administration of surveys, data collection and management, qualitative and quantitative analysis and reporting on the evaluation results to program stakeholders. This evaluation focuses on measuring the impact of this program on students’ course grades, graduation rates, and other key academic outcomes.
Michigan Institute for Clinical and Health Research
The Michigan Institute for Clinical and Health Research (MICHR) is partnering with CEDER to evaluate the impact of MICHR’s programs, services and funding on the development of the clinical and translational research workforce locally, nationally, and internationally. Evaluation activities include the development of instruments and measures, data collection and management, qualitative and quantitative analyses, and the dissemination of evaluation results. This innovative partnership allows CEDER and MICHR to share best practices for the evaluation of workforce development programs and services and to measure the impact of broad educational initiatives that span educational institutions and research organizations.
CEDER is designing and administering surveys and focus groups, and the analyzing the resulting data, in order to help assess the University of Michigan School of Education’s (SOE) Teaching & Learning Exploratory TeachLivE™ Lab. The TeachLivE™ Lab is a mixed-reality teaching environment supporting teacher practice in classroom management, pedagogy and content. The program is being used as part of an SOE initiative focused on better preparing teaching interns to effectively facilitate the development of social-emotional learning competencies with youth. The resulting data is helping the SOE better understand how to support teaching interns in learning how to facilitate the development of social-emotional learning competencies with secondary school students.