March 22, 2017
The Association of American Colleges & Universities (AAC&U) released a report of a multi-year project that asked faculty members at colleges and universities around the country to use rubrics to assess student learning. The Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics are 14 matrices with which to rate student work (for example, written […]
October 22, 2015
High-impact practices (HIPs) such as learning communities, undergraduate research, service learning, and internship and field experiences are positively associated with student learning and success. Research in higher education supports student involvement in multiple HIPs across their years of study, and Wagner students do so significantly more than their peers at comparison colleges and universities. See […]
February 10, 2015
“For years, the value of a college degree has been determined not by the most important outcomes of a college education, but by the easiest outcomes to measure, namely, job and graduate school placement rates and alumni salaries . . . . These outcomes do not reflect the missions of higher education institutions, and they […]
April 7, 2014
In its assessment of the Senior Learning Community (SLC) program, the Psychology department found that students were not making as many connections between theory and practice when they were doing independent research studies as when they were doing practica in professional/work settings. In addition to revising and emphasizing the element of reflection in the SLC […]
April 3, 2014
Wagner College’s strategic plan (approved October 2011) states in part, “We are dedicated to a model of personalized education that integrates the singular field based learning opportunities of New York City into the breadth and depth of the liberal arts, the sciences and professional studies. At Wagner, theory and practice are joined to form the […]
February 6, 2014
Nearly all Wagner students (94%) responding to the National Assessment of Service and Community Engagement (NASCE*) said that it is "very" or "somewhat" important that they assist those in need in their community, and 92% agreed that Wagner promotes community service among the student body. Sixty-five percent reported engagement in service while at Wagner; this […]
February 6, 2014
The GPI has six scales that measure global student learning on three dimensions: cognitive (knowing and knowledge), intrapersonal (identity and affect), and interpersonal (social responsibility and social interactions). The responses of Wagner’s first-year students were very similar to the responses of other first-year students on all six scales. The item with the highest agreement for […]
August 15, 2013
"Civic engagement is the action that is taken to impact the community; civic thinking is what prepares students to participate in civic action" (Ehrlich, 2000). Promoting critical thinking and citizenship are two of Wagner's institutional goals. Critical Thinking for Civic Thinking (CT)2 assesses critical thinking in the context of civic engagement by asking students to […]
February 27, 2013
With a demonstration grant from Bringing Theory to Practice, research was conducted during the 2010-2012 academic years to examine the relationships among civic engagement, experiential learning, and student well-being (Keyes, 2006). Students and faculty in the First-Year Program completed questionnaires each year about their experiences; analysis of the student data showed that service learning and […]
December 19, 2012
Students and employees were asked to complete a Satisfaction Survey at the start of the 2012 spring semester; 12% of students and 42% of employees did so. Five offices/departments were on both “top 10” lists: Horrmann Library Health Services Postal Center Copy Center Admissions Positive comments about these and other top-rated offices included “very helpful”, […]