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Assessment - Alaska Native Ways Of Teaching And Learning Faculty Intensive

Project results were impressive. UAA’s Dr. Claudia Lampman designed both qualitative and quantitative assessment programs for both faculty and students to track success. Pre- and post- tests documented significant shifts in attitudes related to teaching strategies. For example, faculty and students both increased their belief that slowing the class pace and covering less material at a deeper level would be beneficial for student learning. All groups involved with the intensive were also more likely to endorse the notion that course material should be tied to the sustainability of earth’s systems and that sharing personal stories relevant to class material should be encouraged. In addition, significant numbers of faculty shifted with respect to Alaska Native-specific questions, for example, 65 percent felt that their classrooms were now more likely to be places where all students would feel comfortable talking about Alaska Native issues, and 71 percent agreed more strongly that institutional racism is an important explanation for why some Alaska Native students have a hard time completing college. Qualitative data confirmed the transformative impact that the experience had on faculty, both personally and professionally. One faculty member offered these comments in the post-intensive evaluation, “This has been a life-changing intensive…the experience will affect not only my teaching, but also my parenting and my citizenship.” Another wrote, “This was a perspective-shifting, life-altering experience and I know that it will enable me to do my part in helping all students, and particularly Alaska Native students.”

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