Running head: UNIV 101 UNIV 101: A Formative Evaluation Plan “Anidrea De Leon and Jonathan Merrill Loyola University ChicagoUNIV 101 Table of Contents Introduction 3 “Theoretical Framework 3 UNIV 101 Objectives 5 UNIV 101 Stakeholders 6 UNIV 101 Course Content 7 Evaluation Logic Model 8 ‘Assumptions and Extemal Factors 10 Evaluation Purpose 12 Evaluation Design 13 Strengths and Limitations 14 ‘Quantitative Methodology 15 Population and Sampling Fraime 15 Research Design 16 ‘Survey Instrument Deseription 16 Pilot Testing ia Procedures and implementation is ‘Analysis and Reporting 19, | Qualitative Methodology 20 Participants 21 Tnstrument 22 Implementation 23 ‘Analytical Approach 24 Dissemination 26, Budget 26 Timeline 27 Next Steps 27 References 29 ‘Appendices: 31UNIV 101 3 Tntroduetion Loyola University Chicago, private, Jesuit, Caoli institution, is home to mere than 15,00 graduate and undergraduate students, With the undergraduate student population setting at around 10,00 students, the institution focuses much ime and fart on developing and providing programs and opportniis that support undergraduates needs. The Ofice of First and Second Year Advising (FSA) exist functional uit within Loyola's Academic Ars division and focuses on supporting fist- and second-year students through academic related challenges suchas major dscerament an the tansiton nto college. Much ofthe support from SYA is provided through the First Year Orientation and Transfer Orientation programs, as wel 4 the First Year Seminar (UNIV 101) course, which acs as an extension of the orientation experience, The UNTV 101 couse was designe to help transition first-year and transfer students nto academic and student life at Loyola, Similar to other academic courses, UNIV 101 implements a course evaluation at the end of each semester to gauge students’ satisfaction with the course. However, there is no evidence to suggest that a formative evaluation focusing on instructor preparation has ben implemented. ‘Therefore, the purpose ofthe evaluation proposal ‘erin is to understand how instruction impacts achievement of UNIV 101's laming outcomes. “Theoretical Framework Padgett, Keup, and Pascarella (2013) described first-year seminars as “une of the most important instructional vehicles for achieving te Teaming and developmental objectives oF undergraduate education in the United States” (p. 134), Although vai, further research behind these programs, however, describes these curses as tools to inerease te retention and potsistence of students (idler, 1991; Porter & Swing, 2006), Furthermore, Porter and Swing (2006) found that experiences during students" first year are crucial in retaining them for the next