BEGIN:VCALENDAR VERSION:2.0 PRODID:-//swoogo.com//NONSGML kigkonsult.se iCalcreator 2.41.90// CALSCALE:GREGORIAN UID:62346138-3733-4337-a632-346235306338 BEGIN:VEVENT UID:7ff4b4764fcf41893cd84b2e61593f64eb4cc3c6@swoogo.com DTSTAMP:20260416T090130Z DESCRIPTION:INTRODUCTION/BACKGROUND\n\nOutreach and Pathway programs (OPPs) to promote entry into STEMM have existed for decades. As OPP organizers\, we expect that program participation leads to entry into and persistence in STEM-associated majors. We seek to improve this gap among our OPP parti cipants by 1) incorporating and promoting activities that cultivate pre-ma triculation competencies and learning skills and 2) developing assessments for measuring the specific learning skills and competencies mentioned abo ve. Despite these efforts\, the number of URM and low-income students matr iculating into medical school remains disproportionately low. Pathway prog rams are evaluated by perception-based assessments\, college matriculation rates\, and the grade point averages of participants. Therefore\, we crea ted a way to assess the direct implications of outreach programs on partic ipants’ learning skills and competencies. To that effect\, we developed a situational judgment case scenario that measures the application of partic ipants’ self-directed learning abilities upon experience with OPPs.\n\nREL EVANCE TO ASPBP\n\nOur session is useful for members of the ASPBP organiza tion who are actively involved in developing outreach and pathway programs for students at various levels e.g. high-school students\, undergraduates \, etc.\n\nThis roundtable discussion offers a unique opportunity for ASPB P members to:\n\na) Learn strategies to evaluate their participants' learn ing competencies after administering the outreach program\n\nb) Address an d overcome challenges and generate ideas to assess their program's impact on participants' immediate learning skills and competencies.\n\nc) Explore situational judgement case-based assessment method that goes beyond perce ption-based assessment of OPPs.\n\nIMPORTANCE OF THE TOPIC OR PROBLEM\n\nW ith OPPs we focus on the long-term impact of STEMM admission and retention . However\, it is very important to assess what skills and competencies pr ogram participants acquire through these programs as these are the skills that eventually affect STEMM persistence and retention. \n\nRATIONALE FOR THE ROUNDTABLE/PROBLEM-SOLVING SESSION\n\nPerception-based assessments are one tool for measuring student learning skills and competencies\, but sit uational judgment cases allow us to see how students apply their skills. T his enhances our ability to assess students.\n\nCHALLENGES/CONCERNS/GAPS I N THE FIELD BEING ADDRESSED\n\nThere is a lack of literature assessing wha t students learn from participation in outreach and pathway programs. This work will improve out abilities to assess whether our programs are promot ing learning skills and pre-matriculation competencies needed for success in STEMM careers.\n\nLEARNING OBJECTIVES (LIMIT 3-5)\n\n * Identify a learn ing theory to be assessed among students\n * Learn how to construct or uti lize a previously published theoretical framework\n * Formulate a situatio nal case that mimics the application of real-life learning competencies\n * Map the situational case to a predetermined framework\n * Identify mecha nisms to validate situational judgment cases\n\nDISCUSSION TRIGGERS\n\n * H ow and why do you validate an instrument?\n * How do we assess pre-matricu lation competencies and learning skills?\n *  How do you construct or iden tify a theoretical framework?\n * What are the learning skills we want stu dents to have when they matriculate? DTSTART:20241003T150000Z DTEND:20241003T155000Z LAST-MODIFIED:20260416T090130Z LOCATION: SEQUENCE:0 STATUS:CONFIRMED SUMMARY:Measuring What Matters: An Innovative Assessment of Crucial Compete ncies in STEMM Pathways Using Situational Judgement Cases TRANSP:OPAQUE X-ALT-DESC;FMTTYPE=text/html:

Introduction/Background

\n\n

Outreach and Pathway programs (OPPs) to promote entry into STEMM h ave existed for decades. As OPP organizers\, we expect that program partic ipation leads to entry into and persistence in STEM-associated majors. We seek to improve this gap among our OPP participants by 1) incorporating an d promoting activities that cultivate pre-matriculation competencies and l earning skills and 2) developing assessments for measuring the specific le arning skills and competencies mentioned above. Despite these efforts\, th e number of URM and low-income students matriculating into medical school remains disproportionately low. Pathway programs are evaluated by percepti on-based assessments\, college matriculation rates\, and the grade point a verages of participants. Therefore\, we created a way to assess the direct implications of outreach programs on participants’ learning skills and co mpetencies. To that effect\, we developed a situational judgment case scen ario that measures the application of participants’ self-directed learning abilities upon experience with OPPs.

\n\n

Relevance to ASPBP

\n\n

Our session is useful for members of the ASPBP organiz ation who are actively involved in developing outreach and pathway program s for students at various levels e.g. high-school students\, undergraduate s\, etc.

\n\n

This roundtable discussion offers a unique opportunity for ASPBP members to:

\n\n

a) Learn strategies to evaluate their part icipants' learning competencies after administering the outreach program\n\n

b) Address and overcome challenges and generate ideas to assess t heir program's impact on participants' immediate learning skills and compe tencies.

\n\n

c) Explore situational judgement case-based assessment method that goes beyond perception-based assessment of OPPs.

\n\n

Importance of the Topic or Problem

\n\n

With OPPs we fo cus on the long-term impact of STEMM admission and retention. However\, it is very important to assess what skills and competencies program particip ants acquire through these programs as these are the skills that eventuall y affect STEMM persistence and retention. 

\n\n

Rationale for the Roundtable/Problem-Solving Session

\n\n

Perception-base d assessments are one tool for measuring student learning skills and compe tencies\, but situational judgment cases allow us to see how students appl y their skills. This enhances our ability to assess students.

\n\n

Challenges/Concerns/Gaps in the Field Being Addressed

\n \n

There is a lack of literature assessing what students learn from part icipation in outreach and pathway programs. This work will improve out abi lities to assess whether our programs are promoting learning skills and pr e-matriculation competencies needed for success in STEMM careers.

\n\n< p>Learning Objectives (limit 3-5)

\n\n

Discussion Triggers

\n\n BEGIN:VALARM UID:62633562-3936-4635-b162-363365306236 ACTION:DISPLAY DESCRIPTION:INTRODUCTION/BACKGROUND\n\nOutreach and Pathway programs (OPPs) to promote entry into STEMM have existed for decades. As OPP organizers\, we expect that program participation leads to entry into and persistence in STEM-associated majors. We seek to improve this gap among our OPP parti cipants by 1) incorporating and promoting activities that cultivate pre-ma triculation competencies and learning skills and 2) developing assessments for measuring the specific learning skills and competencies mentioned abo ve. Despite these efforts\, the number of URM and low-income students matr iculating into medical school remains disproportionately low. Pathway prog rams are evaluated by perception-based assessments\, college matriculation rates\, and the grade point averages of participants. Therefore\, we crea ted a way to assess the direct implications of outreach programs on partic ipants’ learning skills and competencies. To that effect\, we developed a situational judgment case scenario that measures the application of partic ipants’ self-directed learning abilities upon experience with OPPs.\n\nREL EVANCE TO ASPBP\n\nOur session is useful for members of the ASPBP organiza tion who are actively involved in developing outreach and pathway programs for students at various levels e.g. high-school students\, undergraduates \, etc.\n\nThis roundtable discussion offers a unique opportunity for ASPB P members to:\n\na) Learn strategies to evaluate their participants' learn ing competencies after administering the outreach program\n\nb) Address an d overcome challenges and generate ideas to assess their program's impact on participants' immediate learning skills and competencies.\n\nc) Explore situational judgement case-based assessment method that goes beyond perce ption-based assessment of OPPs.\n\nIMPORTANCE OF THE TOPIC OR PROBLEM\n\nW ith OPPs we focus on the long-term impact of STEMM admission and retention . However\, it is very important to assess what skills and competencies pr ogram participants acquire through these programs as these are the skills that eventually affect STEMM persistence and retention. \n\nRATIONALE FOR THE ROUNDTABLE/PROBLEM-SOLVING SESSION\n\nPerception-based assessments are one tool for measuring student learning skills and competencies\, but sit uational judgment cases allow us to see how students apply their skills. T his enhances our ability to assess students.\n\nCHALLENGES/CONCERNS/GAPS I N THE FIELD BEING ADDRESSED\n\nThere is a lack of literature assessing wha t students learn from participation in outreach and pathway programs. This work will improve out abilities to assess whether our programs are promot ing learning skills and pre-matriculation competencies needed for success in STEMM careers.\n\nLEARNING OBJECTIVES (LIMIT 3-5)\n\n * Identify a learn ing theory to be assessed among students\n * Learn how to construct or uti lize a previously published theoretical framework\n * Formulate a situatio nal case that mimics the application of real-life learning competencies\n * Map the situational case to a predetermined framework\n * Identify mecha nisms to validate situational judgment cases\n\nDISCUSSION TRIGGERS\n\n * H ow and why do you validate an instrument?\n * How do we assess pre-matricu lation competencies and learning skills?\n *  How do you construct or iden tify a theoretical framework?\n * What are the learning skills we want stu dents to have when they matriculate? TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR