Verdin, D., & Krinsky, S., & Raymond, D., & Schiorring, E., & Allen, E. L., & Perez, C. L. (2023, June), Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP)  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42846

\bibitem{asee_peer_42846}
  Verdin, D., \& Krinsky, S., \& Raymond, D., \& Schiorring, E., \& Allen, E. L., \& Perez, C. L. (2023, June), \emph{Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP)}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42846

Dina Verdin, Sharona Krinsky, David Raymond P.E., Eva Schiorring, Emily L. Allen, and Carlos Luis Perez.  "Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP)".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42846 Internet.  08 Dec, 2024

\bibitem{asee_peer_42846}
  Dina Verdin, Sharona Krinsky, David Raymond P.E., Eva Schiorring, Emily L. Allen, and Carlos Luis Perez.
  "Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP)".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42846 Internet.  08 Dec, 2024

@INPROCEEDINGS{asee_peer_42846
author = "Dina Verdin, Sharona Krinsky, David Raymond P.E., Eva Schiorring, Emily L. Allen, and Carlos Luis Perez"
title = "Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP)"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42846}
number = {10.18260/1-2--42846}
}

TY  - CPAPER
AB  - Grading practices have been identified as one of the main culprits in the persistence of equity gaps. Traditional grading methods can be inequitable, ineffective, and even damaging. The CLIMB-UP project (EHR: IUSE/HSI) aims to improve the institutional capacity to improve teaching and learning by utilizing Mastery-Based Grading (MBG) in key sophomore courses (i.e., Statics, Strengths of Materials, Fluid Mechanics, Dynamics, and Embedded Systems) at three very-high enrolling Hispanic-Serving Institutions. CLIMB-UP is a three-year professional development program for faculty to support redesigning and implementing sophomore-level “gateway” engineering courses into a Mastery Grading approach and documenting its effect on students’ academic profiles.  Mastery grading is a form of grading based on (1) measurable learning outcomes tied to curricular goals, (2) eventual mastery of the material, not artificial checkpoints during a term, and (3) multiple opportunities to show mastery, with no penalty for failed attempts. 

We are nearing the end of this project's Year 2 Course Redesign Phase. We have developed a hybrid faculty development course to train faculty to redesign their courses to use Mastery-Based grading. Using a team approach, faculty have identified core course material and written clear, assessable learning outcomes, determined an appropriate grading architecture, aligned assessment types and learning outcomes, and built course timelines. Thus far, the result of the project has been progressing through the MBG redesign and shifting faculty’s mindset. The preliminary evaluation of faculty’s MBG experience found that while MBG is intended to shift students’ perspective away from getting a good grade and toward learning and acquiring mastery, immersion in MBG is also having an impact on the way faculty think about teaching and learning. Instead of thinking about what students need to learn in their own course, faculty reported that they now think about the courses both upstream and downstream from their course. Faculty interviews and case studies following three members of the MBG team through the steps of learning, designing, implementing, and improving MGB are discussed in the companion paper.

The student-focus component of the CLIMB-UP project aims to understand how the mastery grading learning environment impacts first-generation college students’ academic motivation, attitudes, mindsets about their abilities to learn, and persistence beliefs (i.e., students’ academic profile) over time. Thus far, we have collected the beginning-and-end of-semester survey responses in the Fall 2021 and Spring 2022 of students who were not part of the ‘official’ mastery learning implementation courses. Our aim is to compare students’ academic profiles before-and-after MBG.  By the end of Fall 2022 we will have collected both beginning-and-end of semester survey responses with a cohort of students receiving the ‘official’ mastery-based course redesign. We have already conducted pairwise t-test for each dataset classified as before MBG. Additionally, two rounds of semi-structured interviews have been conducted with a cohort of 8 students to understand how their academic profiles are shifting. In the companion paper, we will provide brief vignettes of students that qualitatively capture some of the academic profile shifts we are quantitatively observing.

AU  - Dina Verdin
AU  - Sharona Krinsky
AU  - David Raymond P.E.
AU  - Eva Schiorring
AU  - Emily L. Allen
AU  - Carlos Luis Perez
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 305: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program (CLIMB-UP)
UR  - https://peer.asee.org/42846
DO  - 10.18260/1-2--42846
ER  -