Using ethnographic research in the form of an outcomes assessment, this project aims to unpack and evaluate the experiences of students and significance of the key concepts shared during the Live Algoma-Improvement Science course/and associated projects during the 2015-2016 and 2016-2017 school years. Through the use of evaluative techniques such as interviews, focus groups, and a survey, I endeavor to both strengthen and inform the work Live Algoma is doing and highlight to the community and other stakeholders the valuable impact of this initiative on the students. As part of the Improvement Science course, students from the Algoma School District were trained on key concepts such as failing forward, PDSA, and ways of being to empower them to better handle individual project management, life challenges, and goal setting. While this project was expansive in overall scope, this outcome evaluation sought to understand the retention and internalization by program participants of key concepts imparted from the Improvement Science course and related projects. The findings provide strategic and targeted insights into the success of the course and opportunities for refinements in future Improvement Science courses and school and community projects with Live Algoma and the Algoma School District.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1157542 |
| Date | 05 1900 |
| Creators | Williams, Jodi M. |
| Contributors | Nuñez-Janes, Mariela, Cruz, Alicia Re, Holacka, Karin |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 88 pages, Text |
| Coverage | United States - Wisconsin |
| Rights | Public, Williams, Jodi M., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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