The purpose of this student learning assessment project was to evaluate the impact of integrating evidence-based instructional strategies in a graduate-level course on trauma and black adolescents. We addressed the following questions: (a) How well did the teaching strategies achieve the intended student learning outcomes? And, (b) what particular teaching strategies made a positive impact on student learning? Paired-sample t-test results suggested improvements in student learning outcomes. Results from qualitative analyses indicated students found a workshop approach to integrating evidence-based instructional approaches (e.g., guided notes, concept mapping, group work, in-the-moment feedback, and mini-lectures incorporating research and personal experiences) beneficial.
WMU ScholarWorks Citation
Weller, Bridget and Wilson, Winifred, "Students Learn About Trauma and Black Adolescents: Integrating Evidence-Based Instruction" (2020). Assessment Fellows Grant. 61.