Funded by: Lumina Foundation
In Partnership with: John N. Gardner Institute for Excellence in Undergraduate Education, the Michigan Community College Association, and the Michigan Higher Education Student Success Network
This project will build capacity across a coalition of 8 Michigan 2 and 4 year colleges and universities to increase student retention and completion by transforming gateway courses from barriers to gateways. G2C helps institutions gather, collect and analyze institution specific data that forms the basis for developing and implementing customized plans for enhancing student learning and success in high-enrollment courses that have historically resulted in high rates of Ds, Fs, and withdrawals. ELRC serves as external evaluator for this project, providing independent, third-party evaluation of program process and overall efficiency, as well as critical friend feedback regarding the program’s research plan, data collection and analysis strategies, interpretation of results and implications, and management structure.
Funded by: National Science Foundation
In Partnership with: Vanderbilt University, Fisk University and Metro Nashville Public Schools
The ELRC works with the project management team to design and implement a mixture of quantitative and qualitative measures that inform continuous improvement and provide objective measurement of the extent to which the program achieves its stated objectives. Formative evaluation is conducted to provide feedback and strategies for project monitoring and improvement, and information needed to identify possible gaps in the implementation, make minor adjustments, improve evaluation instruments and identify features contributing to (or inhibiting) program success. Current evaluation questions include:
Funded by: Centers for Disease Control
In Partnership with: College of Health and Human Sciences and Purdue Cooperative Extension Service
Using a Hometown Collaboration Initiative (HCI) Model, this project seeks to decrease the rates of obesity in two Indiana counties where these rates exceed 40%. This model builds community leadership and implements programs for change in the affected communities using placemaking strategies. The ELRC will examine the effectiveness of HCI in engaging with and supporting community coalitions that support healthy behaviors and evaluating the reach, adoption, implementation, and effectiveness of the evidence-based programs selected by the Purdue and Community partners.
Funded by: U.S. Department of Education First in the World Initiative
In Partnership with: Center for Instructional Excellence
This project seeks to increase the number and diversity of students entering the STEM workforce by elucidating the pivotal mechanisms that make active learning a useful strategy of engaging undergraduate students in STEM and that help students, particularly women and underrepresented students, complete a STEM degree. Guided by self-determination theory (SDT), this project is rigorously studying how basic psychological needs contribute to creation of a student-centered or autonomy-supportive environment, thus allowing for identification of the effectiveness of active learning strategies across course redesign models. The ELRC is conducting external evaluation for this project to determine the extent to which STEAM achieves its stated goals and objectives. Evaluation includes ongoing consultation to review program research plan, data collection and analysis strategies to insure alignment with What Works Clearinghouse standards, and unbiased independent assessment of program progress and efficacy.
Funded by: National Institutes of Health
In Partnership with: Purdue College of Veterinary Science
This project seeks to diversity the pool of high school and college students aspiring to STEM careers by providing culturally responsive afterschool educational programs to elementary age students. Clinician-scientist role models who are diverse in gender, race, and ethnicity deliver the programs that focus on health conditions shared by people and animals. ELRC staff serve as internal evaluators and education research advisors for this project.
Funded by: Health Resources and Services Administration
In Partnership with: Community Health Network and Purdue School of Nursing
This project is a professional development/training program designed to improve patient care and health outcomes while lowering cost through the use of nurse-led Interprofessional Practice Collaborative Process Improvement practices. As external evaluator for this project, ELRC works with partners to develop a project logic model and evaluation timeline, identify assessment instruments, provide guidance on data collection methodologies and analysis frameworks, analyze, summarize and interpret data and results, and provide recommendations for project improvement.
Funded by: National Science Foundation
In Partnership with: Purdue Polytechnic Institute
This project seeks to examine the impact of curricular approaches to the development of computational thinking and motivation in middle school students. To accomplish this work, ELRC is developing and validating a computational thinking tool that we will then use to examine differences and similarities in computational thinking development across contexts.