Assessment and Evaluation
Outcomes Assessment for First-year Programs, Curricula, Co-Curricula and Experiences
Assessing and Evaluating Campus Climates for Diversity and Democratic Outcomes
Outcomes Assessment for First-year Programs, Curricula, Co-Curricula and Experiences
This project examines how collegiate conditions, educational practices, and experiences influenced a variety of first-year outcomes, ranging from moral reasoning to high-risk drinking behaviors. Funding for this work has come from a host of agencies, including but not limited to, the U.S. Department of Education and the Wabash Center for Inquiry into the Liberal Arts.
Selected Publications and Presentations:
Mayhew, M.J., Seifert, T., & Pascarella, E. (under review). A multi-institutional assessment of moral reasoning development among first-year students. Review of Higher Education.
Mayhew, M.J., Bleiberg, S., Behringer, L., Ulrich, A., Caldwell, R., & Hourigan, A. (under review). Living and learning and drinking? The effects of theme-based living learning communities on alcohol expectancies and high-risk drinking behaviors. Journal of College and Student Development.
Mayhew, M.J., Vanderlinden, K., & Kim, E. (in press). A multi-level assessment of the impact of orientation programs on student leaning. Research in Higher Education.
Caldwell, R.J., Mayhew, M.J., & Hourigan, A. (2008). Utilizing community for prevention: Curricular infusion in learning communities. Presentation for the American College Personnel Association, Atlanta, GA, April, 2008.
Caldwell, R., Hourigan, A. & Mayhew, M.J. (2007). Why gender matters: Effective gender-based interventions that address high-risk drinking. Presentation for ACPA/NASPA, Orlando, FL, April 2007.
Outcomes Assessment for Professional Schools' (Business, Engineering, Medicine) Educational Practices
This project assesses the impact of professional schools' curricular and co-curricular practices on learning outcomes. The research for his work involves stakeholders in engineering, business, and medicine to articulate and measure learning outcomes, develop strategies to ensure students have achieved these outcomes, and design research plans to assess the effectiveness of these strategies. This work is generously funded by the Ewing Marion Kauffman Foundation, the Stern School of Business at New York University, and the U.S. Department of Education Funding for the Improvement of Higher and Postsecondary Education.
Publications and Presentations:
Mayhew, M.J., Behringer, L.B., Klein, M.W., Wiesenfeld, B., & Simonoff, J.S. (2009, Spring). Innovative Entrepreneurship and Higher Education. Paper presented at the annual meeting for the American Educational Research Association (AERA) Annual Conference, San Diego, CA.
Finelli, C. J., Harding, T. S., Carpenter, D. D., & Mayhew, M. J. (2007). Academic integrity among engineering undergraduates: Seven years of research. Proceedings of the 2007 ASEE Annual Conference & Exposition.
Mayhew, M.J., Eljamal, M.B., Dey, E.L., & Pang, S.W. (2005). Outcomes assessment in international engineering education: Creating a system to measure intercultural development. Proceedings of the 2005 American Society for Engineering Educational Annual Conference & Exposition.
Mayhew, M.J., Eljamal, M., Pang, S., & Dey, E.L. (2004). Evaluating international programs: The use of mixed methods, institutional-specific climate surveys and theoretically-derived outcome measures to assess the effectiveness of international programs for undergraduate engineering students. Paper presented at the Association for Institutional Research, Boston, MA, May 2004.
Assessing and Evaluating Campus Climates for Diversity and Democratic Outcomes
Campus climate studies investigate perceptions of and experiences with diversity, including religious pluralism and spirituality on college campuses. Distinctive to these studies is the deliberate use of respected scales, combined with innovative measurements, specifically tailored to capture attitudes and behaviors related to each major campus constituency: faculty, staff, undergraduates and graduate students. Funding for these projects include the Wabash Center for Inquiry into the Liberal Arts as well as institutions interested in assessing their climates for diversity.
Publications and Presentations:
Mayhew, M.J. & Engberg, M.E. (in press). Diversity and moral reasoning: How negative diverse peer interactions affect the development of moral reasoning in undergraduate students. Journal of Higher Education.
Mayhew, M.J., Wolniak, G.C., & Pascarella, E. T. (2008). How curricular content and educational practices affect the development of life-long learning outcomes in traditionally-aged undergraduate students. Research in Higher Education, 49(9), 317-356.
Mayhew, M.J. & Deluca Fernandez, S. D. (2007). Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31(1), 55-80.
Mayhew, M.J., Grunwald, H.E., & Dey, E.L. (2005). Curriculum Matters: Creating a positive climate for diversity from the student perspective. Research in Higher Education, 46(4), 389-412.
Mayhew, M.J. (2004). Exploring the essence of spirituality: A phenomenological study of eight students with eight different worldviews. The NASPA Journal, 41(4), 647-674.
Caldwell, R.J., Casey, D., & Mayhew, M.J. (2007). Measuring campus violence: How should we measure our campus issues and prove our effectiveness? Presented at the U.S. Department of Education's 2007 National Meeting, Omaha, NE, October, 2007.
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